Desafios da prática de alfabetização envolvendo a leitura e a escrita: um estudo realizado na 1ª série de duas escolas do município de Bom Jesus – Piauí

Abstract

The research herein was undertaken with 1st series students in two Municipal Schools of Elementary education. The research is reasoned in the concept that the practice of teaching involves reading and writing, as well as the mediation of a literacy teacher in this process. We direct our research to the ideia of what might mean to read and write in the psychogenetic perspective of social constructivism. The sample of our study is constituted of 60 children of a low social economic condition. The gathering of data happened through observation of the two researched classrooms and of answers obtained in the questionnaires for teachers and students of the referred to classrooms, so as to analyze the following items: planning, classroom, material resources, the teacher’s pedagogical practice, training, methodology used, evaluation, concept of literacy and family involvement and the relationship of students with the practice of reading and writing. We used two diagnosis evaluations applied to the two classrooms in two distinct moments: at the beginning and at the end of the school year. The results obtained made it possible for us to see that the children are in different levels of development in what concerns the construction process of reading and writing and that the mentioned difference can be attributed to the pedagogical practice of the teacher.

Date of Award	2013
Original language	Portuguese
Supervisor	OSCAR CONCEIÇÃO DE SOUSA (Supervisor) & Emmanuel Maria Carlos Borrego Sabino (Supervisor)