scholarly journals ESCREVEU E LEU: as dificuldades de leitura e de produção textual apresentadas por alunos do Ensino Fundamental de uma escola da rede pública

2013 ◽  
Vol 20 (2) ◽  
pp. 41
Author(s):  
Alan Milhomem da Silva ◽  
Diana Cardoso Costa ◽  
Paulo Roberto da Silva Ribeiro ◽  
Regysane Botelho Cutrim Alves
Keyword(s):  
Elementary School ◽  
Public School ◽  
School Students ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Textual Production ◽  
Ongoing Training ◽  
Palabras Clave ◽  
Educación Primaria ◽  
Medios De Comunicacion

Este trabalho resultou da execução do Projeto "ESCREVEU E LEU" pelos integrantes do PET/ Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, em uma escola da rede pública deste município, no período de fevereiro a julho de 2011. Este estudo teve como objetivo identificar as dificuldades de leitura e escrita apresentadas pelos alunos do 5º ano do Ensino Fundamental da Escola Municipal Frei Manoel Procópio. Para tanto, foram realizadas atividades de pesquisa por meio de entrevistas com os alunos, aplicação de questionário junto à professora responsável por eles e, posteriormente, foram realizadas observações quanto à escrita e a leitura destes estudantes. Observou-se que a maioria dos alunos (54%) apresentou muitos erros de ortografia na sua escrita. Além disso, a leitura de jornais não desperta a vontade/interesse em 54% dos estudantes e que 57% deles não gostam de ler revistas informativas/ generalistas. As evidentes dificuldades dos estudantes apontam a necessidade de trabalhar a leitura e a escrita por meio de atividades condizentes com a realidade dos alunos. Verificou-se também a necessidade de uma formação contínua para os docentes sobre o uso das mídias e a sua utilização como espaço de reflexão nas aulas de leitura.Palavras-chave: Leitura. Escrita. Ensino Fundamental. Comunicação.WROTE AND READ: reading difficulties and textual production presented by elementary school students in a public school Abstract: This work is resulted from the execution of the Project "ESCREVEU E LEU" by members of the PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, in a public school in this city, in the period from February to July in the year 2011. This study aimed to identify reading and writing difficulties presented by the students of the 5th year of Primary Education of the Frei Manoel Procópio Municipal Public School. Thus, a research was conducted through interviews with students, questionnaire with the teacher responsible for them, and later observations which were made regarding the writing and reading of those students. It was observed that most students (54%) had many spelling errors in their writing. Moreover, reading newspapers does not call their attention / interest for 54% of the students and 57% of them do not like reading news/ generalist magazines. The students'obvious difficulties point to the necessity of working o the reading and writing through activities consistent with the students' reality. There was also a need for ongoing training for teachers on the use of media and its utilization as a space for reflection on reading classes.Keywords: Reading. Writing. Elementary School. Communication.ESCRIBIÓ Y LEYÓ : dificultades de lectura y producción de textos presentados por los estudiantes de primaria en una escuela públicaResumen: Este trabajo resultó de la ejecución del Proyecto "ESCREVEU E LEU" por miembros de las conexiones de PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, en una escuela pública en esta ciudad, en el período de febrero a julio de 2011. Este estudio tuvo como objetivo identificar las dificultades en la lectura y la escritura presentada por los alumnos del 5º año de Educación Primaria de la Escola Municipal Frei Manoel Procópio. Por lo tanto, las actividades de investigación se llevaron a cabo a través de entrevistas con los estudiantes, el cuestionario por el profesor responsable de ellos, y más tarde se hicieron observaciones sobre la escritura y la lectura de estos estudiantes. Se observó que la mayoría de los estudiantes (54%) tenían muchos errores de ortografía en su escritura. Por otra parte, la lectura de periódicos no despierta el deseo / interés en el 54% de los estudiantes y el 57% de ellos no les gusta leer revistas de noticias / generalistas. Las evidentes dificultades de los estudiantes apuntan a la necesidad de trabajar en la lectura y la escritura a través de actividades compatibles con la realidad de los estudiantes. También había una necesidad de formación continua para los docentes en el uso de los medios de comunicación y su uso como un espacio de reflexión sobre las clases de lectura. Palabras clave: Lectura. Redacción. Educación Primaria. Comunicación.

scholarly journals “E a gente teve que aprender a conviver”: meninas e futsal escolar

2021 ◽  
Vol 5 (1) ◽  
pp. 106-122
Author(s):  
Antonio Jorge Martins Malvar ◽  
Osmar Moreira de Souza Junior
Keyword(s):  
Elementary School ◽  
Public School ◽  
Physical Education ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Teaching Models ◽  
Palabras Clave ◽  
Teacher Researcher ◽  
Inductive Analysis

Resumo O objetivo da pesquisa foi analisar a participação das meninas de uma turma de 6º ano do Ensino Fundamental na prática do futsal nas aulas de Educação Física de uma escola pública do município de Feira de Santana-BA. Utilizamos uma unidade didática da modalidade futsal, com aplicação dos modelos de ensino dos esportes Teaching Games for Understanding (TGfU) e Sport Education, acompanhada de registros em diários de aula pelo professor-pesquisador. Após a coleta e leitura do corpus de análise, os dados foram categorizados através de uma análise indutiva, sendo que para o presente estudo apresentamos as categorias “Conquistas e superações vivenciadas pelas meninas” e “Dificuldades e desafios enfrentados pelas meninas”.Palavras-chave: Educação Física Escolar. Ensino Fundamental. Futsal. Meninas. “And we had to learn to live together”: girls and school futsal  Abstract The research objective was to analyze the participation of girls from a class of 6th grade of elementary school in futsal practice in Physical Education classes at a public school in the municipality of Feira de Santana – BA. We use a didactic unit of the futsal modality, with application of the teaching models of sports Teaching Games for Understanding (TGfU) and Sport Education, accompanied by records in class diaries by the teacher-researcher. After collecting and reading the analysis corpus, the data were categorized through an inductive analysis, and for the present study the categories “Achievements and overcoming experienced by girls” and “Difficulties and challenges faced by girls” are presented.Keywords: School Physical Education. Elementary School. Futsal. Girls. “Y tuvimos que aprender a vivir juntos”: niñas y fútbol sala en la escuela Resumen El objetivo de la investigación fue analizar la participación de niñas de una clase de 6° de primaria en la práctica de fútbol sala en las clases de Educación Física de un colegio público del municipio de Feira de Santana – BA. Usamos una unidad didáctica de la modalidad de fútbol sala, con aplicación de los modelos de enseñanza Teaching Games for Understanding (TGfU) y Sport Education, acompañada de registros en los diarios de clase del docente-investigador. Luego de recolectar y leer el corpus de análisis, los datos fueron categorizados mediante un análisis inductivo, y para el presente estudio se presentan las categorías “Logros y superaciones vividas por niñas” y “Dificultades y desafíos que enfrentan las niñas”.Palabras clave: Educación Física Escolar. Enseñanza Fundamental. Fútbol Sala. Niñas.

Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

2017 ◽  
Vol 51 (4) ◽  
pp. 315-319 ◽  
Author(s):  
David L. Coker ◽  
Young-Suk Grace Kim
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Students ◽  
Written Expression ◽  
School Students ◽  
Students At Risk ◽  
Writing Difficulties ◽  
Special Series ◽  
Effective Interventions ◽  
Critical Issues

In this introduction to the special series “Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression,” we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special series address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers. In conclusion, we envision future directions to advance the field.

scholarly journals ORFANDADE EMOCIONAL: uma herança refletida nas salas de aula

2019 ◽  
Vol 5 (4) ◽  
pp. 634-657
Author(s):  
Wesley Da Silva Santos ◽  
Patricia Medina
Keyword(s):  
Digital Media ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
School Students ◽  
Developmental Needs ◽  
Palabras Clave ◽  
Medios De Comunicacion ◽  
Digital Training

Este artigo trata de questões relacionadas às necessidades de desenvolvimento dos aspectos emocionais, motores e cognitivos de um indivíduo, que as mídias digitais embora sejam úteis e necessárias para a formação digital do aluno, não podem ser usadas de forma que substitua o contato pessoal, familiar, entendendo que os problemas de ordem afetivas são refletidas em sala de aula, percebidos pelos professores e devem ser desenvolvidas práticas pedagógicas que visem conscientizar tanto pais quanto as instituições educacionais.   PALAVRAS-CHAVE: Mídias; escola; alunos; professores; desenvolvimento.     ABSTRACT This article addresses issues related to the developmental needs of an individual's emotional, motor, and cognitive aspects that digital media, while useful and necessary for student digital training, can not be used in a way that replaces personal, family, understanding that the problems of affective order are reflected in the classroom, perceived by the teachers and pedagogical practices should be developed that aim to raise awareness both parents and educational institutions.   KEYWORDS: Medias. School. Students. Teachers. Developmental.     RESUMEN Este artículo aborda cuestiones relacionadas con las necesidades de desarrollo de los aspectos emocionales, motores y cognitivos de un individuo, que los medios digitales, si bien son útiles y necesarios para la educación digital de los estudiantes, no pueden utilizarse de manera que reemplacen el contacto personal. , familiar, entendiendo que los problemas afectivos se reflejan en el aula, son percibidos por los maestros y deben desarrollarse prácticas pedagógicas que tengan como objetivo concienciar tanto a los padres como a las instituciones educativas.   PALABRAS CLAVE: Medios de comunicación; escuela estudiantes maestros desarrollo.

Computerization in Industry Causes Problems for People with Reading and Writing Difficulties (Dyslexia)

1986 ◽  
Vol 14 (4) ◽  
pp. 179-181
Author(s):  
Anders Knutsson
Keyword(s):  
Elementary School ◽  
Case Studies ◽  
Writing Skills ◽  
Computer Programs ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Monitor Screen ◽  
Important Means ◽  
Rapid Pace ◽  
Manual Tasks

For 10 years computerization in industry has advanced at a rapid pace. A problem which has not received attention is that of people with reading and writing difficulties who experience severe problems when they have to communicate with a computer monitor screen. These individuals are often embarrassed by their difficulties and conceal them from their fellow workers. A number of case studies are described which show the form the problems can take. In one case, an employee was compelled to move from department to department as each was computerized in turn. Computers transform a large number of manual tasks in industry into jobs which call for reading and writing skills. Better education at elementary school and at the workplace in connection with computerization are the most important means of overcoming this problem. Moreover, computer programs could be written in a more human way.

Reflective Spelling Strategies for Elementary School Students with Severe Writing Difficulties: A Case Study

2002 ◽  
Vol 25 (3) ◽  
pp. 189-207 ◽  
Author(s):  
Hanna S. Mäki ◽  
Marja M. S. Vauras ◽  
Seppo Vainio
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Phase Transfer ◽  
Strategy Instruction ◽  
Treatment Phase ◽  
Computer Assisted ◽  
School Students ◽  
Writing Difficulties ◽  
Teachers And Parents

A case study with two Finnish 10-year-old boys evaluated an intervention designed to promote the spelling skills of elementary school students with severe writing difficulties. The intervention comprised strategy instruction, procedural facilitation, and computer-assisted tutoring. Transfer was facilitated by involving teachers and parents. The results showed gains in spelling accuracy, spelling revision skills, decoding accuracy, and knowledge about the writing process from baseline to post-treatment phase. Transfer, parents' and teachers' participation, and the stability of intervention effects over a six-month follow-up period are discussed.

scholarly journals Oportunidades educacionais no Brasil: o que dizem os dados do Saeb

2020 ◽  
Vol 30 (75) ◽  
pp. 748
Author(s):  
Ivan Souza Vieira
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
School Effectiveness ◽  
Important Variable ◽  
Educational Opportunities ◽  
Socioeconomic Level ◽  
School Students ◽  
Qualified Teachers ◽  
Palabras Clave ◽  
Do So

<p>Este trabalho visa a contribuir para a pesquisa da desigualdade e da eficácia escolar,  mapeando a distribuição das oportunidades educacionais no Brasil com base nos dados do Saeb 2013. Para tanto, avaliamos as oportunidades dos alunos do ensino fundamental de acesso, segundo o seu nível socioeconômico (NSE), a professores mais qualificados e escolas com melhores condições de recursos físicos, humanos e pedagógicos. Demonstramos que o nível socioeconômico do aluno aparece como uma variável que atua de forma significativa na distribuição das oportunidades educacionais no Brasil, mesmo num contexto de ampliação e universalização do acesso ao ensino fundamental.</p><p><strong>Palavras-chave:</strong> Desigualdades Socioeducacionais, Nível Socioeconômico, Ensino Fundamental, Brasil</p><p> </p><p><strong>Oportunidades educativas en Brasil: qué dicen los datos de Saeb</strong></p><p>Este trabajo tiene el propósito de contribuir para la investigación de la desigualdad y la eficacia escolar, mapeando la distribución de las oportunidades educacionales en Brasil en base a los datos del Saeb 2013. Para ello, evaluamos las oportunidades de acceso     de los alumnos de educación básica, según su nivel socioeconómico (NSE), a profesores más cualificados y escuelas con mejores condiciones de recursos físicos, humanos y pedagógicos. Demostramos que el nivel socioeconómico  del  alumno  aparece  como  una variable que actúa de forma significativa en la distribución de las oportunidades educacionales en Brasil, incluso en un contexto de ampliación y universalización del acceso a la educación básica.</p><p><strong>Palabras clave</strong>: Desigualdades Socioeducativas, Nivel Socioeconómico, Educación Básica, Brasil</p><p> </p><p><strong>Educational opportunities in Brazil: what Saeb data say</strong></p><p>This paper aims to contribute to the research on inequality and school effectiveness by mapping the distribution of educational opportunities in Brazil based on data from the 2013 SAEB. To do so, we evaluated the opportunities of elementary school students to have access, according to their socioeconomic level (NSE), to more qualified teachers and schools with better physical, human and pedagogical resources. We have demonstrated that the student’s socioeconomic level is an important variable in the distribution of educational opportunities in Brazil, even in a context of expansion and universalization of access to elementary education.</p><p><strong>Keywords:</strong> Socio-Educational Inequalities, Socio-Economic Level, Elementary School, Brazil</p>

scholarly journals DIFERENCIAS EN LA IMPLICACIÓN EN LOS DEBERES ESCOLARES EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE PRIMARIA

2017 ◽  
Vol 7 (1) ◽  
pp. 437
Author(s):  
Bibiana Regueiro ◽  
Irene Pan ◽  
Benigno Sánchez ◽  
Antonio Valle ◽  
José C Núñez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Time Management ◽  
The Other ◽  
School Level ◽  
School Students ◽  
Level Of Involvement ◽  
Other Hand ◽  
Educación Primaria

Abstract.ELEMENTARY SCHOOL STUDENTS AND THEIR DIFFERENT HOMEWORK INVOLVEMENT PROFILES DEPENDING ON ACADEMIC ACHIEVEMENTThe present study aims to find out whether there are differences in homework involvement (in terms of amount of homework completed, time spent on doing homework and homework time management) among students with various levels of achievement. Gender and school level have been controlled as they may impact on the relation intended to be studied and this way they have been included in the covariate performed in the design. The sample consisted of 535 students from the three last years of Elementary School. Findings suggest that the more students achieve higher the more they improve their level of involvement relating to the amount of homework completed and the quality of homework time management. On the other hand, although no statistic significant differences have been found concerning the relation between achievement and time spent on homework, students who achieve lower tend to spend more time completing homework compared to those achieving higher who prove to spend less time completing the assignments. Furthermore, as students go from fourth to sixth forms their time spent on homework increases however, the quality of their homework time management deteriorates.Keywords: amount of homework completed, time spent on homework, homework time management, academic achievement, Elementary School.Resumen.El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares (en términos de cantidad de deberes escolares realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo) en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener en esta asociación el género y curso, se controló sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico de los estudiantes son más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo dedicado a los deberes. Por otra parte, aunque no parece haber diferencias estadísticamente significativas en el tiempo dedicado a los deberes en función de los distintos niveles de rendimiento, la tendencia que se observa es que cuando el rendimiento es bajo, el tiempo dedicado a los deberes es mayor, mientras que cuando el rendimiento es alto, el tiempo que dedican los estudiantes a los deberes es menor. Además, otro resultado destacado es que según van avanzando los estudiantes de 4º a 6º curso de Primaria se produce un aumento progresivo del tiempo que dedican a hacer los deberes escolares y, sin embargo, el aprovechamiento que hacen de ese tiempo va siendo cada vez menor.Palabras clave: cantidad de deberes escolares realizados, tiempo dedicado a los deberes escolares, aprovechamiento del tiempo dedicado a los deberes, rendimiento académico, Educación Primaria.

scholarly journals Riesgo y dificultades en la integración sensorial, aprendizaje, afectividad y conducta en estudiantes de primaria de un colegio oficial (Description of the risk and deficiency of sensory integration, learning, affectiveness and conduct in elementary government school students)

Enfoques ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 13-33
Author(s):  
Oscar Armando Erazo Santander
Keyword(s):  
Conduct Problems ◽  
Sensory Integration ◽  
Learning Problem ◽  
School Students ◽  
Government School ◽  
Reading And Writing ◽  
Lower Performance ◽  
Palabras Clave ◽  
Complex Characterization

Se realiza un estudio que identifica las dificultades de integración sensorial y describe su proyección con problemas de aprendizaje, afectividad y conducta. Con metodología descriptiva y en una muestra de 66 estudiantes, entre los 7 y 10 años, 55 padres y 12 docentes de una institución oficial, en la evaluación se utilizó el ESP, BASC y la entrevista semiestructurada para padres de TDAH, el análisis se realizó con frecuencias absolutas y relativas para cada variable. En los resultados se identificó el déficit en integración sensorial en el 45.6%, con dificultades para la lectura y escritura del 57.5%, calculo del 93.3% y bajo rendimiento del 70%, además problemas afectivos en un 21% de estudiantes con ansiedad y 30% con depresión y problemas de conducta de tipo negativista-desafiante en 18.1%, disócial 3% y adaptabilidad del 22.1%. Se confirma la hipótesis sobre la existencia del déficit de integración sensorial y problemas de aprendizaje, afectividad y conducta, en una misma muestra y posiblemente relacionados, lo que implica una caracterización compleja del fenómeno y necesidad de comprensión, evaluación e intervención que incluya las dimensiones identificadas. Palabras clave: Integración sensorial, aprendizaje, afectividad, conducta. Description of the risk and deficiency of sensory integration, learning, affectiveness and conduct in elementary government school studentsAbstractA study that identifies the difficulties of sensorial integration is carried out, describing its projection over learning, effectiveness and conduct problems. The analysis is made with absolute and relative frequencies for each variable with a descriptive methodology in a sample of sixty-six students between the ages of seven and ten years old, fifty-five parents and twelve teachers of a government school. For the evaluation, the ESP, BASC and the semi-structure was used, and for the parents the TDAH. Thus, several percentages were identified over the population, such as a 45.6% with deficit on sensorial integration, a 57.5% with difficulties for reading and writing, a 93.3% with difficulties in calculus, and a 70% with lower performance. Additionally, a 21% presented affective problems, 30% presented depression, a 18.1% presented negative-defiant conduct problems, a 3% presented dissocial problems, and a 22.1% presented adaptability problems. The hypothesis over the existence of the integration deficit, sensorial, learning problem, affectivity and conduct was confirmed, in a same sample and probably related. Implying a complex characterization of the phenomena, comprehension, evaluation and intervention that included the identified dimensions.Keywords: Sensory integration, learning, affectivity, behavior.

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