APRENDIZAGEM INICIAL DA LEITURA E DA ESCRITA: CONCEPÇÃO E PRÁTICA PEDAGÓGICA DE PROFESSORES DA REDE MUNICIPAL DE CURITIBA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The learning of writing is one of the central focuses of concern about the Basic Education. The historical trajectory of literacy in our country shows that concern in constant disputes between theoretical and methodological traditional methods and new proposals. The introduction of the proposal constructivist of Emilia Ferreiro and work with the text produced changes in pedagogical practice in literacy, hitherto used with the book and with the procedures of the traditional method coupled to it. The failure of systematization of the code has a context of uncertainty to the methodological work of the teacher. In this context, the research aimed to investigate how the teacher of the 1 st series or the 1 st stage of the cycle of elementary school the school of the network of municipal Curitiba has understood the process of teaching-learning the written language. We take a socio-historical perspective as a basis to understand the process of teaching-learning the written language. A search of a qualitative nature, had as its main method of collecting data, the semi-structured interviews, held with the teachers alfabetizadoras involved. The analysis of data collected allowed verify that the work with the text contextualized caused impact, producing significant advances able to guide the development of an effective process of literacy, aiming to literacy.

ASSUNTO(S)

reading and writing ensino e aprendizagem prática pedagógica teaching and learning educacao leitura e escrita pedagogical practice

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