A ação pedagógica do professor no processo de alfabetização

AUTOR(ES)

Emidia da Silva

DATA DE PUBLICAÇÃO

2005

RESUMO

Present paper, called Pedagogical action of the teacher in the literacy process, is linked to the Pedagogical and Didactical Process and Methods research line. Carried out in order to analyze, considering the pedagogical actions of the reading and writing teacher, what is contributing to the literacy process of their students, it describes the pedagogical praxis of two docents of the public teaching network of Joinville, SC, which were successful in teaching their students to read and write, in the first grade of Fundamental Teaching of the year 2003. haracterized as a qualitative approach, said research used, as tools, data collecting, observations in the classroom and interviews with the teachers to better clarify their goals in class, as well as their pedagogical practice. The data analysis, based especially on Piagets concepts, was centralized on three aspects observed in the pedagogical interventions of the teachers: a) divisions in groups; b) different activities according to the group and the goals of the class planned by the teachers; c) direct assistance to the pupils. The docents show that the three aspects relative to pedagogical interventions of the teachers might have contributed for the literacy process of their students, for in the year 2004, when the research was carried out, those teachers again managed to excel the goal proposed by the Education Secretariat of Joinville, that is to teach how to read and write to, at least, 95% of the students. The relevance of that research lies in the act that it can point out knowledge and reflections about the literacy process, since teaching all students how to read and write has been a big challenge to the teachers in charge of said subjects

ASSUNTO(S)

literacy teacher pedagogical action (intervention) ensino e aprendizagem educacao professor alfabetizador literacy alfabetização teaching and learning ação (internenção) pedagógica

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