Nos cadernos escolares de um passado recente : uma história do ensino da leitura no estado do Espírito Santo
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Data
2013-08-23
Autores
Becalli, Fernanda Zanetti
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Editor
Universidade Federal do Espírito Santo
Resumo
This research report includes studies conducted in the field of the history of literacy
and the teaching of reading in the State of Espírito Santo, a historical approach,
cultural and social, the line of research Education and Languages (verbal) Program
Graduate Center Education of the Federal University of Espírito Santo. Is a desk
research, guided by dialogical perspective of language, which has the problem of
study the recent history and yet this school teaching reading literacy classes in public
schools capixabas. By focusing on this theme, focuses on the one hand, models of
teaching situations considered by the teaching staff of the Training of Literacy
Teachers (PROFA), as appropriate to guide teaching practice, with regard to the
organization of work and reading and, on the other hand, as these models have been
appropriated, used and/or processed by literacy teachers working in classes from 1st
to 3rd grade of elementary schoo. For that, based upon the contributions of language
bakhtinian perspective, seeking dialogue with discourses about teaching reading to
insinuate traces of literacy practices, embodied in books and other media records of
primary school teachers who attended PROFA in the Holy Spirit, and students who
have studied with them in order to respond to the proposition of such activities
contributed to the achievement of labor changes with the reading or the maintenance
solutions already present in traditional literacy primers. Notes that the didactic
situations reading PROFA remained taking the text as a pretext for teaching smaller
units of language (specifically the word). Considers that the teachers participating in
the research, by incorporating (or not) theoretical and methodological knowledge
about reading and teaching, undertook a study of active ideological understanding
about what they have been prescribed by PROFA and expressed consensus , agreed
and some other disagreed ( fully or partially ), complementing them, turning them, or
refusing to apply them in their classrooms. This is because they are not dumb things
or objects invisible, whose voices are silenced, forgotten, silenced, but not responsive
subjects reproduce the official regulations.
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Palavras-chave
Books and other media school records , Literacy practices , History of reading instruction , Práticas alfabetizadoras , História do ensino da leitura , Cadernos e demais suportes de registros escolares