Alfabetização em curso : a importância das estratégias e métodos
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2019
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Compreender como acontece o aprendizado da leitura na alfabetização é fundamental para qualificar o trabalho no ciclo de alfabetização. Focalizamos também as necessidades de formação do professor, em particular para o ensino da leitura buscando inovar e melhorar a interação com os alunos, sendo esta uma relação necessária para que o processo de ensino da leitura aconteça. O objetivo desta pesquisa foi analisar as estratégias e métodos de ensino utilizados pelos professores alfabetizadores, fazendo uma correlação com o rendimento final dos alunos das três escolas municipais que atuam com turmas de ciclo de alfabetização. As escolas investigadas foram: Escola Municipal Francisco Alves da Costa, Escola Municipal Menino Jesus e Escola Municipal São Francisco. Para atingir nosso objetivo utilizamos a pesquisa qualitativa de natureza descritiva. O instrumento de coleta de dados foi através de entrevistas semiestruturadas. A técnica de analise de dados se deu por intermédio de interpretação de dados dos testemunhos. Realizou-se uma pesquisa bibliográfica considerando as contribuições de autores como Alliende (2005), Capovilla (2004), Ellis (1995), Morais (1999), Morais (2015), Solé (1998), Perrenoud (1999), Sousa (1999), entre outros, buscando enfatizar o ensino da leitura no ambiente escolar. Conclui-se enfatizando que os docentes conseguem alfabetizar alunos parcialmente com seus métodos e estratégias de ensino e comprovou-se que o rendimento final dos alunos e as dificuldades relatadas pelos professores são consequências de fatores externos que interferem na aprendizagem da leitura.
Understanding how literacy learning happens is critical to qualifying work in the literacy cycle. We also focus on teacher training needs, particularly for reading teaching, seeking to innovate and improve interaction with students, which is a necessary link for the teaching of reading to take place. The objective of this research was to analyze the strategies and teaching methods used by literacy teachers, correlating with the final income of the students of the three municipal schools that work with literacy classes. The schools investigated were: Francisco Alves da Costa Municipal School, Menino Jesus Municipal School and São Francisco Municipal School. To achieve our goal we use qualitative research of a descriptive nature. The instrument of data collection was through semi-structured interviews. The technique of data analysis was performed through interpretation of data from the data. A bibliographical research was carried out considering the contributions of authors such as Alliende (2005), Capovilla (2004), Ellis (1995), Morais (1999), Morais (2015), Solé (1998), Perrenoud (1999), among others, seeking to emphasize the teaching of reading in the school environment. It is concluded that teachers are able to partially alphabetize students with their teaching methods and strategies, and that students' final achievement and the difficulties reported by teachers are due to external factors that interfere with learning reading.
Understanding how literacy learning happens is critical to qualifying work in the literacy cycle. We also focus on teacher training needs, particularly for reading teaching, seeking to innovate and improve interaction with students, which is a necessary link for the teaching of reading to take place. The objective of this research was to analyze the strategies and teaching methods used by literacy teachers, correlating with the final income of the students of the three municipal schools that work with literacy classes. The schools investigated were: Francisco Alves da Costa Municipal School, Menino Jesus Municipal School and São Francisco Municipal School. To achieve our goal we use qualitative research of a descriptive nature. The instrument of data collection was through semi-structured interviews. The technique of data analysis was performed through interpretation of data from the data. A bibliographical research was carried out considering the contributions of authors such as Alliende (2005), Capovilla (2004), Ellis (1995), Morais (1999), Morais (2015), Solé (1998), Perrenoud (1999), among others, seeking to emphasize the teaching of reading in the school environment. It is concluded that teachers are able to partially alphabetize students with their teaching methods and strategies, and that students' final achievement and the difficulties reported by teachers are due to external factors that interfere with learning reading.
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Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ALFABETIZAÇÃO, ESTRATÉGIAS DE ENSINO, MÉTODOS DE ENSINO, LEITURA, RENDIMENTO ESCOLAR, EDUCATION, LITERACY, TEACHING STRATEGIES, TEACHING METHODS, READING, ACADEMIC ACHIEVEMENT