A relação entre oralidade e escrita e suas implicações no processo de alfabetização

• Ano de defesa: 2015
• Autor(a) principal: Souza, Simone Veríssimo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Alfabetização e letramento; Prática pedagógica; Oralidade e escrita; Literacy; Teaching practice; Orality and writing; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/11631

In Brazil, the failure of the literacy process in public schools is insistently uncovered during decades. In previous years it was seen in internal school assessments, focusing primarily on the initial stage of its development, in the early years/elementary school grades and being translated into high rates of failure, repetition and dropout. Nowadays, that process is being reported by national external evaluations (like the SAEB and the ESMS), and it exposes a large number of students not literate or semiliterate even after spending four, six, eight years attending school. In this context, we can do the following questions: What to do to reverse such a negative reality that persists for decades? What knowledge must be acquired to provide the success of literacy? Why they write and/or read like that? This project has as main purpose to create a reflection about teaching Portuguese to children in the literacy process and about the development of readers and writers skills, in the literacy process. Our mainly objectives are to understand the influence of speech aspects in students reading and writing in literacy process; to point the difficulties faced by children to understand the relationship between sounds and letters of the writing system of the Portuguese language; to emphasize the importance of working with orality in the classroom as a common thread for appropriation and the development of the writing system; to contribute to the development of the communicative students competence. For such reflection, we are based on Abaurre (1993), Lemle ([1998] 2003), Cagliari ([1999] 2005), Mollica (1998), Bortoni-Ricardo (2004; 2005), Dolz, Noverraz & Schneuwly (2004), and Soares (2004; 2009). It is a qualitative nature research and guided by the methodology of ?action-research?. The data are being collected through recording of classes, audio and video, interviews and informal conversations with the literacy teacher. For the achievement of this project, which is developed in the city of Cabo de Santo Agostinho-PE, during a period consisting of eight months, we used a sequence of activities based on methodological model of didactic sequences.