O processo de alfabetização e a consciência linguística da criança: estudo de interfaces, no campo da educação

• Ano de defesa: 2013
• Autor(a) principal: Trevisan, Albino
• Orientador(a): Mouriño Mosquera, Juan José
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; ALFABETIZAÇÃO - MÉTODOS DE ENSINO; LINGUAGEM - CRIANÇAS
• Link de acesso: http://hdl.handle.net/10923/2767

The thesis The process of Literacy and linguistic of the children: Study of interfaces, in the field of education has as objetive the presentation of one methodology that literacy interfaces with the formation of a linguistic awareness of the children in the field of education, in a way that facilitates the learning of one and another, or, in other words, a method of literacy without pain and suffering (Dahaene, 2010). The searched subjects during the period of three years were: a) in the year of 2010 the same was realized with fifteen children from the 1. º year of Elementary School; b) In 2011, with 29 children from Early Childhood Education, level III; c) in 2012, with 23 children of the 1. º year of Elementary School. Sources: Some came from random testimonials, others, from researches between teachers and parents. At last resulting in studies of a systematic research of three years. Research results have proven by the statement of the thesis and its respective purpose. In this was noticed that, between the participant subjects from the research in 2010, children of the 1. º year of Elementary School who early haven't been initiated with the method, 73,33% were alphabetized; and in the 1st year of 2012, children who in 2011 where initiated by the method, were alphabetized 100%.The consulted authors were Vygotsky (2010), auteur of basic reference, and in other similar thinkers alike with his theories. Among them: Mosquera( 1984), Gardner (2007), Pino (2005), Dehaene(2012), Pereira (2006 – linguistas) and Blackmore/Frith (2010). The thesis shows that it is appropriate for literacy with the method initiated at Early Childhood Education, level III. This proves the necessity of utilizing the “knowing, talking and drawing” of the child, since the first day of class, enabling that the literacy become a game that, while the mind of the student feels challenged, he has fun and learn. It proves too that is valid to introduce the child to literacy by means of drawings, pictographs, ideographs and the five plans of linguistics.