Práticas de letramento no ensino fundamental: vozes das professoras

• Ano de defesa: 2011
• Autor(a) principal: Grando, Katlen Böhm
• Orientador(a): Vitória, Maria Inês Côrte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educaç
• País: BR
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL; ALFABETIZAÇÃO; ESCRITA - APRENDIZAGEM; ENSINO FUNDAMENTAL
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3718

This dissertation, realized at the Post-graduation Program in Education of Pontifícia Universidade Católica of Rio Grande do Sul and linked to the Formation, Policies and Practices in Education research line, has literacy as its main theme. The aim of the work is to reflect on literacy‟s possibilities during Elementary School that have been identified by first year teachers. The theoretical references present various authors‟ positions, namely Soares (2004, 2009 and 2011), Tfouni (2010), Ribeiro (2004), Kleiman (2008), Ferreiro (2006) and Mortatti (2004). Following qualitative research principles, surveys and semi-structured interviews were applied to 13 first year‟s teachers of four Public Elementary Schools in São Leopoldo city. Afterwards, guided by Bardin‟s (2009) speech analysis principles, the data analysis showed that literacy had not been a subject in the majority of teachers‟ Under-graduation courses. Therefore, the meaning of this concept was not clear for them. Although this fact indicates that it should be necessary to think about further studies, schools had not been a place for it, second most teachers‟ opinion. The present work, nevertheless, emphasizes school‟s role at teachers‟ further education. In accordance with García (1999) and Sacristán‟s (1999) theories, it is also asserted that this further education should rely on individual efforts, making every teacher responsible for his/her own education. Literacy practices‟ most important feature, according to teachers‟ point of view, is that they underline the value of students‟ previous knowledges, so that they can use what they already know about writing and reading as a foundation for their new improvements (Vigotsky, 2008). Besides that, teachers also mentioned the importance of promoting literacyes practices in a ludic way (Brock, 2011), what is appropriate to 5 and 6 years old children.