Detalhes bibliográficos
| Ano de defesa: |
1992 |
| Autor(a) principal: |
Cavaton, Maria Fernanda Farah
 |
| Orientador(a): |
Ronca, Antonio Carlos Caruso
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16394
|
Resumo: |
We have studied two public schools in Bras1lia, more specifically four classes from "The Basic Alphabetizing cicle". Our goal was to learn how the alphabetizing teachers deal with students who they consider to be "difficult learners". We have observed that the teachers classified as "difficult learners" the students who were not able to fix the syllables taught. The only pedagogical support used to overcome these student's defficiencies was the reinforcement of the material taught. We have investigated the writing hypothesis of these students. We have found out that all of them presented understanding of the writing process even though the teachers did not recognize it as valid. The teachers also did not seem to consider or recognize the interactional alphabetizing approach. We have noticed that the teachers did not question their pedagogical performance. They simply blamed the students and their families for the failure. Our intent with this study is to evoke critical thinking about the teacher's role in the learning process, and to contribute to the development of teaching techniques which will enable children from low income social classes to be successfully alphabetized |
