Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Burmester, Wania Emerich
 |
| Orientador(a): |
Maluf, Maria Regina |
| 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
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| 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/22703
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Resumo: |
Writing plays a fundamental role in the history of humanity, opening possibilities for communication and recording of facts and acquired knowledge, so that they can be transmitted to the next generations. It can be said that reading and writing are skills that favor the full exercise of citizenship. Thinking about how a child learns and how the school teaches and considering different teaching practices used in Brazilian schools, this research aims to verify the results of two different literacy practices, phonic and global, evaluating the performance of two groups of students of the last year of Early Childhood Education and two groups of students of the 1st year of Elementary School. To compare student performance, two similar schools that declare to teach reading and writing based on these two approaches have been selected. The sample came from a room of the last year of Early Childhood Education and a room of the 1st year of elementary school of each school from both schools. There were 48 students, of which 20 were from Early Childhood Education and 28 from Elementary School. Five evaluation tools were used: Word Recognition Task (TRP), Reading Comprehension Task (TCL), Letter Writing Task, Word Writing Task, and Phrase Writing Task. The teachers of the classes involved were interviewed and reported their teaching practices. The results obtained in this study were expressed in individual and average class scores. Two comparisons were made: the results of the performance of the students of the two final year of Early Childhood Education and the performance result of the students of the 1st year of Elementary School, from both schools. The evaluation of the Tasks allowed to conclude that there is a significant difference, both for the students of the last year of Early Childhood and for the students of the first year of Elementary School, according to the test of chi-square significance, pointing to a better performance of students who learn to read and write through the phonic approach |
