O “método global” e o ensino da leitura na escola primária no Estado do Espírito Santo : (anos de 1960)

• Ano de defesa: 2014
• Autor(a) principal: Souza, Neusa Balbina de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Alfabetização – Estudo e ensino - Espírito Santo (Estado) – 1960-1969; Leitura – Estudo e ensino – Espírito Santo (Estado) – 1960-1969; Escolas elementares – Espírito Santo (Estado); Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1324

This research took as a theme the initial teaching of reading in elementary school in the state of Espírito Santo, in 1960, with the aim of analyzing principles underlying the "global method" and its appropriation in the field of educational policy, to justify the representation of this method as effective for teaching children. To this end, we have focused on textbooks prepared for the initial teaching of reading, offering the "global method" through stories and anecdotes that circulated in capixabas schools. Thus the central question that guided this research was: What appropriations were made of principles underpinning the "global method" by teachers-authors of textbooks (of stories and anecdotes) that circulated in the State of Espírito Santo, in (196?). The textbooks that integrate the documentary corpus analysis include: the most beautiful stories: pre-book, part of the master [196?]; the most beautiful stories: pre-book (1964) and the most beautiful stories: pre-book, block activities [196 ?], by Lucia Casasanta. The book Lilí : global method, the teacher (1940) manual and book Lilí: Primer (1961), Anita Fonseca and circus Baldy, Professor (1969), Maria Serafina de Freitas manual. Besides these sources, other privilege as a pedagogical magazine, official correspondence, minutes of meeting educational, newspaper, guidelines/requirements for teaching practice. Consider in analysing the conceptual scheme presented by Roger Chartier: movement , representation , appropriation and cultural practices, and even the concept of school culture Dominique Julia. That inventive appropriation, theoretical principles formulated by Jean - Ovide Decroly, the authors of textbooks have been made it is understood and put these outstanding representation and method of teaching reading that was appropriate and legitimised by capixaba educational policy. It is understood that the proposal of the "global method" no significant changes in the condition of passivity of the student in the learning process of reading, considering the naturalization processes of child development and permanence of mechanistic and reductionist procedures of language.