scholarly journals Processo de alfabetização por meio das Literaturas Infantis / Literacy process through Children's Literatures

2021 ◽  
Vol 15 (57) ◽  
pp. 113-132
Author(s):  
Lucilene Emidio ◽  
Ivana Esteve Passos de Oliveira
Keyword(s):  
Literacy Process

 Resumo: A presente pesquisa tem sua origem nos desafios experimentados como professora de alfabetização e na tarefa de formar leitores, o que motivou a busca de soluções por meio de estudos e de investigações. Tendo como ideia, que a leitura é um processo um tanto complexo a ser desenvolvido e não pode ser reduzido à mera decodificação de textos, mas sim, levar os alunos a serem investigadores e letrados. Em face a essa constatação adveio o interesse em desenvolver uma prática de professora/mediadora/multiplicadora, envolvendo as estratégias de leitura com livros infantis de um autor capixaba, na premissa de suscitar a apreciação literária com os alunos, do nível 1 da Educação Infantil de uma escola particular de Vila Velha/ES, na qual a pesquisadora atua em sala de aula, como alfabetizadora. A metodologia utilizada no estudo, foi a da pesquisa-ação, contemplando as Oficinas de Estratégias de Leitura com a Literatura Infantil, direcionadas aos alunos mencionados, sob a tutela dessa investigadora, em que consolidou-se uma experiência significativa de letramento literário, explicitado no estudo de caso. Dentre os teóricos que nos embasaram, têm como destaque Coelho,2010, Souza ,2012, Junqueira, 2012, Solé, 1998 e Zilberman, 2003 e outros autores que refletem a literatura infantil, a compreensão e a autonomia leitora, resultando em fruição. Os resultados nas compreensão das estratégias proporcionaram formas que levaram os alunos a se tornarem leitores, nos ajudando no processo de alfabetização.   

CAUSES OF ADULT ILLITERACY: A CASE STUDY OF FEROZEPUR DISTRICT

2016 ◽  
pp. 86-96
Author(s):  
Kulwinder Singh ◽  
Ravinder Kamboj
Keyword(s):  
Physical Punishment ◽  
Early Marriage ◽  
Low Literacy ◽  
Interview Schedule ◽  
Literacy Rate ◽  
The Social ◽  
Sample Data ◽  
Literacy Process ◽  
Social Causes

Present research is an attempt to study the social, educational and personal causes of adult illiteracy. Qualitative approach was adopted to evaluate causes of illiteracy. Ferozepur district of Punjab (India) was chosen as the region for conducting this study mainly for its low literacy rate and being a border area of Punjab, from where 60 adult respondents were taken as sample. Data was collected by a self-administered interview schedule, which seeks information regarding causes of non-educability. Findings of the study show that lack of parents interest, alcoholism/drug abuse of father and 'early marriage' have been reported as social causes for illiteracy among adults while in educational causes, adult respondents have enlisted three main causes 'school was far away', 'physical punishment' and 'behaviour of teacher not being appropriate'. Poor economic conditions, no source of income, over workload, hesitation and over-aging emerged as personal causes for discontinuation of the literacy process. It has been suggested that intervention programmes should be introduced in border areas to increase participation in adult education programmes and to remove obstacles in getting education.

The Adult Literacy Process as Cultural Action for Freedom

1970 ◽  
Vol 40 (2) ◽  
pp. 205-225 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Third World ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Human Beings ◽  
Sound System ◽  
Authentic Dialogue ◽  
Positive Action ◽  
Literacy Process ◽  
World Perspective

Dr. Freire writes from a Third World perspective, but with obvious implications for education in general. He rejects mechanistic conceptions of the adult literacy process, advocating instead a theory and practice based upon authentic dialogue between teachers and learners. Such dialogue, in Freire's approach, centers upon codified representations of the learners' existential situations and leads not only to their acquisition of literacy skills, but more importantly to their awareness of their right and capacity as human beings to transform reality. Becoming literate,then, means far more than learning to decode the written representation of a sound system. It is truly an act of knowing, through which a person is able to look critically at the culture which has shaped him, and to move toward reflection and positive action upon his world.

scholarly journals Contribuições de pesquisas sobre dificuldades no processo de alfabetização: período de 2010 a 2014 / Contributions of researches on difficulties in the literacy process: period from 2010 to 2014

2018 ◽  
Vol 21 (34) ◽  
pp. 321-340
Author(s):  
Dirce Charara Monteiro
Keyword(s):  
Literacy Process

RESUMOA presença de alunos com dificuldades no processo de alfabetização no final do segundo ciclo do ensino fundamental desafia pesquisadores e docentes a identificarem fatores bem como a buscarem propostas pedagógicas que minimizem o problema. Considerando o grande número de pesquisas existentes sobre o tema alfabetização, julgamos importante levar em conta os resultados dessas pesquisas como ponto de partida para a elaboração de uma proposta pedagógica para esse tipo de aluno. Com esse objetivo, realizamos uma revisão bibliográfica de pesquisas sobre dificuldades no processo de alfabetização em periódicos da área de educação e em bancos de teses e dissertações nos últimos cinco anos (2010-2014), complementando o levantamento realizado por Guimarães (2011) que abrangeu o período compreendido entre 1961e 2009.  

scholarly journals Inclusive practices in Rural Teacher Bachelor Course at Federal University of Viçosa (Brazil): multidisciplinary actions of the Literacy Project that was addressed to one deaf in the pre-service teacher process

2020 ◽  
pp. 1-28
Author(s):  
Carlos Antonio Jacinto ◽  
Cristiane Lopes Rocha de Oliveira ◽  
Danila Ribeiro Gomes ◽  
Idalena Oliveira Chaves ◽  
Vinícius Catão de Assis Souza
Keyword(s):  
Scientific Literacy ◽  
Literacy Practices ◽  
Participant Observation ◽  
Educational Process ◽  
Rural Teachers ◽  
Team Members ◽  
Deaf Person ◽  
Literacy Process ◽  
Brazilian Sign Language ◽  
Pre Service Teacher

This article discusses the educational and linguistic demands presented by a deaf person in the Bachelor of Rural Teachers, attended by a multidisciplinary team to develop strategic actions for the educational inclusion of the deaf. Knowledge of bilingual and scientific literacy practices was considered. For that, we used a qualitative approach characterized as action-critical research, including participant observation to describe the history and demands that led to the creation of this Literacy Project and the composition of the team that participated in the inclusion and literacy process. The results of educational actions pointed out the pertinence and need of considering the participation of this pre-service teacher deaf of the Rural Bachelor course as the guiding agent of the entire process. Since the team's articulation was only possible based on the considerations and notes given for this deaf referred. The results reveal the importance to articulate interventions about inclusive and bilingual approach in the University. Specifically, in the pre-service Science teacher courses, in order to discuss the presence of Brazilian Sign Language in inclusive or bilingual contexts, ensure the professional development of the deaf and the technical capacitation of the team members, through an effective evaluation of the educational process.

scholarly journals Heart's Ease: Eudaimonia, Musicking in the Pandemic, and Its Implications for Music Education

2021 ◽  
Vol 12 ◽  
Author(s):  
June Boyce-Tillman
Keyword(s):  
Music Education ◽  
Ethical Behaviour ◽  
New Developments ◽  
Literacy Process ◽  
Meaning And Purpose

This article will review the themes found in the literature on eudaimonia: ethical behaviour, a sense of meaning and purpose, autonomy – being able to make wise decisions and manage behaviour, contemplation, relationship with spirits of the ancestors and celestial beings and relationships of mutuality, respect. It will use these to critique various events online during the pandemic, such as the Embodiment conference, the SHIFT conference and the ZOOM peace choir. These developments related to music and wellbeing will be used to interrogate the purposes of music education and what might be learned from these new developments in relation to technology in relation to themes, such as values, orality and literacy, process and product.

scholarly journals A NARRATIVA COMO PROPOSTA METODOLÓGICA E A PRODUÇÃO DE MATERIAIS EMPÍRICOS REFLEXIVOS

2020 ◽  
Vol 27 (3) ◽  
pp. 307
Author(s):  
Vivian Annicchini Forner ◽  
Elvira Cristina Martins Tassoni
Keyword(s):  
Research Participant ◽  
Theoretical Concept ◽  
Sao Paulo ◽  
Written Language ◽  
São Paulo ◽  
Written Narratives ◽  
Literacy Process ◽  
Potential Resource ◽  
Educación Primaria ◽  
Empirical Material

O objetivo do artigo é apresentar a narrativa como recurso para a produção de material empírico com grande potencial reflexivo. O uso de narrativas se deu no contexto de uma pesquisa participante do tipo intervenção que investigou as contribuições da música para o desenvolvimento de conhecimentos específicos relacionados à linguagem escrita, em alunos de 4º ano do Ensino Fundamental indicados pela equipe gestora de uma escola pública estadual em Campinas (São Paulo-Brasil) com defasagens no processo de alfabetização. A pesquisa baseou-se no referencial teórico histórico-cultural e na perspectiva discursiva da alfabetização. Inicialmente, são apresentados os aspectos teóricos que envolvem a narrativa; o seu uso como instrumento metodológico; para em seguida discorrer sobre as análises evidenciando o potencial reflexivo das narrativas orais e escrita. A narrativa foi utilizada antes do início, durante e após o período em que os encontros de intervenção ocorreram – ao todo 22 encontros com sete alunos de 4º ano durante o segundo semestre de 2016, registrados por videogravação e seguidos de transcrição literal. Para este artigo, trazemos a experiência vivida – priorizando a narrativa – com um dos alunos do grupo. A narrativa permitiu que as crianças se conscientizassem dos saberes produzidos durante as intervenções realizadas no decorrer da pesquisa, assim como, possibilitou capturar os movimentos de mudanças desses alunos em relação ao processo de aprendizagem. Pode-se, portanto, assumir esse procedimento metodológico como um recurso para a produção de um material empírico reflexivo que possibilita a formação do sujeito.Palavras-Chave: Alfabetização. Letramento. Música. Mediação Pedagógica. Pesquisa Intervenção.THE NARRATIVE AS A METHODOLOGICAL PROPOSAL AND THE PRODUCTION OF EMPIRICAL REFLEXIVE MATERIALSAbstract The purpose of this article is to present the narrative as a great insightful potential resource when producing empirical material. In this research, the use of narrative is taken into a research-participant context, investigating the means which music contributes to the development of specific knowledges related to written language on 4th grade elementary students with delays in the literacy process, designated by the team manager of a public school in Campinas (São Paulo-Brazil). This research was based on the historical-cultural theoretical concept and on the discursive perspective of literacy. Initially, the theoretical aspects involving the narrative were presented as: its use as a methodological instrument; then running through the analysis as so to show its reflective potential of oral and written narratives. The narrative was used before, during and after the period in which the intervention meetings occurred – altogether, 22 meetings were held with seven fourth-year students during the second semester of 2016, recorded by videotape and followed by literal transcription. For this article, we convey the experience – prioritizing the narrative – with one of the students from the group. The narrative has allowed children to become aware of the knowledge produced during the interventions carried out through the research’s progress, as well as, has captured the movements of these student’s changes regarding their learning process. One can therefore assume this methodological procedure could be seen as a resource when producing empirical reflexive material that enables the foundation of a person.Keywords: Literacy. Reading-Writing Process. Music. Teaching Mediation. Intervention Research.LA NARRATIVA COMO PROPUESTA METODOLÓGICA Y LA PRODUCCIÓN DE MATERIALES EMPÍRICOS REFLEXIVOSResumenEl objetivo del artículo es presentar la narrativa como recurso para la producción de material empírico con gran potencial reflexivo. El uso de narrativas se dio en el contexto de una investigación participante del tipo intervención que investigó las contribuciones de la música para el desarrollo de conocimientos específicos relacionados al lenguaje escrito en alumnos de educación primária indicados por el equipo gestor de una escuela pública estadual en Campinas/SP con desfases en el proceso de alfabetización. La investigación se basó en el referencial teórico histórico-cultural y en la perspectiva discursiva de la alfabetización. Inicialmente, se presentan los aspectos teóricos que involucran la narrativa; su uso como instrumento metodológico; para luego discurrir sobre los análisis evidenciando el potencial reflexivo de las narrativas orales y escrita . La narrativa fue utilizada antes, durante y después del período en que los 22 encuentros de intervención ocurrieron con siete alumnos durante el segundo semestre de 2016, registrados por videograbación y seguidos de transcripción literal. Para este artículo, traemos la experiencia vivida – priorizando la narrativa – con uno de los alumnos del grupo. La narrativa permitió que los niños se dieron cuenta de los saberes producidos durante las intervenciones realizadas en el curso de la investigación, así como, posibilitó capturar los movimientos de cambios de esos alumnos en relación al proceso de aprendizaje. Así se puede asumir ese procedimiento metodológico como un recurso para la producción de un material empírico reflexivo que posibilita la formación del sujeto.Palabras Clave: Alfabetización. Letramento. Música. Mediación pedagógica. Investigación intervención.

Cultural Action and Conscientization

1970 ◽  
Vol 40 (3) ◽  
pp. 452-477 ◽  
Author(s):  
Paulo Freire
Keyword(s):  
Adult Literacy ◽  
Political Process ◽  
Specific Reference ◽  
The Social ◽  
Authentic Dialogue ◽  
Literacy Process ◽  
The Masses ◽  
The Third World ◽  
And Function ◽  
Historical Transition

In the May 1970 issue of the Review, Dr. Freire described the adult literacy process as an act of knowing through which a person is able to analyze critically the culture which has shaped him and to move toward reflection and positive action upon his world. Such education in Freire's view is cultural action for freedom, through authentic dialogue rather than for domestication. In this concluding section, the author proceeds to consider the philosophical basis and the social context of his own thought. With specific reference to Latin America, he discusses the emergence of the masses into the political process in the Third World and analyzes the levels of consciousness which characterize that emergence. Finally he discusses the nature and function of a truly liberating education in this period of historical transition.

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