Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Teles, Damares Araújo
 |
| Orientador(a): |
Abramowicz, Mere |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso embargado |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21264
|
Resumo: |
The purpose of this dissertation is to study the teaching practice in literacy and literacy of children, so the general objective was to investigate it in the initial grades, noting the relevance of successful practices built along the professional trajectory. And the specific ones were: to analyze the conception of literacy that supports the teaching practice; identify the methods used in children's literacy and literacy; to point out the knowledge related to the literacy and literacy processes that the researched teacher acquired from daily practice; to verify what are the greatest difficulties faced by the teacher in the course of their practice and which make literacy and literacy difficult; to describe how the teacher seeks continuous training so that her practice becomes effective and evidence the results that the teacher has acquired throughout her professional trajectory. Therefore, the following problem question arose: what is the relevance of a teaching practice that over the years has achieved satisfactory results in literacy and literacy in the initial grades? We use as theoretical basis several authors, among them: Abramovich (1995); Feldmann (2009); Ferreiro and Teberosky (1999); Frade (2005); Garcia (2008); Mortatti (2000); Montessori (1965); Pimenta (2009), Rohrs (2010), Soares (2017), among others. As methodology we made the option for the qualitative approach, with the study of case study and as data collection procedures semistructured interviews, observations and documentary analysis. We had as reference the studies of André (2013); Chizzotti (2003); Ludke and André (1986); Stake (1995), among others. The results show that the teacher has developed throughout her teaching career practices that have had great successes in literacy and literacy of children in the initial grades of elementary school, with the effective formation of critical and reflexive individuals who use reading and writing as social practices |
