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Formação continuada: contribuições possíveis para a atuação do professor nas dificuldades de aprendizagem da leitura e escrita
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| 1.64 MB | Adobe PDF |
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Abstract(s)
Saber ler e escrever é fator importante para o desenvolvimento pessoal e o exercício da cidadania. A leitura e a escrita favorecem o desenvolvimento cognitivo e as relações com o outro e com o meio. São fundamentais para a trajetória acadêmica e a futura vida profissional dos indivíduos. Adquirir tais habilidades é, portanto, de suma importância para a construção de uma vida inserida na sociedade de forma digna e produtiva. Este trabalho discorre sobre a atuação docente na aprendizagem da leitura e da escrita, considerando a importância de atrelar os conhecimentos científicos da neurociência e da psicologia cognitiva à prática do professor do Ensino Fundamental 1. O presente estudo propõe um modelo de educação continuada breve, de 20h, sobre o aprendizado da leitura e da escrita que atenda às necessidades da equipe de EF1 de uma escola particular da cidade do Rio de Janeiro, considerando o conhecimento científico das neurociências e da psicologia cognitiva e a prática pedagógica do grupo, buscando integrá-las. A proposta foi elaborada tomando como base um questionário, respondido pelos participantes, com o objetivo de verificar as necessidades do grupo. Constatou-se que a prática docente analisada não contemplava de forma consistente os conhecimentos científicos referidos acima. As conclusões dessa pesquisa podem contribuir para reflexões acerca da formação inicial dos professores, assim como para o desenho de propostas de formação continuada em serviço. Estas podem ser voltadas para o atendimento das necessidades efetivas de grupos específicos de professores, sendo um potencial caminho para ampliar a eficiência da atuação docente no atendimento aos alunos com dificuldades de aprendizagem.
Knowing how to read and write is an important factor for personal development and the exercise of citizenship. Reading and writing promote cognitive development and relations with others and with the environment. They are fundamental for the academic path and the future professional life of individuals. Acquiring such skills is, therefore, of utmost importance for building a life inserted in society in a dignified and productive way. This study deals with the role of teachers and the learning of reading and writing, considering the importance of linking the scientific knowledge of neuroscience and cognitive psychology to the practice of elementary school teachers. The present study proposes a model of brief continuing education of 20 hours on the learning of reading and writing that meets the needs of the elementary school staff of a private school in the city of Rio de Janeiro, considering the scientific knowledge of neuroscience and cognitive psychology and the pedagogical practice of the group, trying to integrate them. The proposal was elaborated based on a questionnaire, answered by the participants, with the objective of verifying the necessities of the group. It was found that the teaching practice analyzed did not consistently contemplate the scientific knowledge mentioned above. The conclusions of this research may contribute to reflections about the initial training of teachers, as well as to the design of proposals for continued in-service training. These can be focused on addressing the effective necessities of specific groups of teachers, being a potential way to increase the efficiency of the teaching performance in the assistance to students with learning difficulties.
Knowing how to read and write is an important factor for personal development and the exercise of citizenship. Reading and writing promote cognitive development and relations with others and with the environment. They are fundamental for the academic path and the future professional life of individuals. Acquiring such skills is, therefore, of utmost importance for building a life inserted in society in a dignified and productive way. This study deals with the role of teachers and the learning of reading and writing, considering the importance of linking the scientific knowledge of neuroscience and cognitive psychology to the practice of elementary school teachers. The present study proposes a model of brief continuing education of 20 hours on the learning of reading and writing that meets the needs of the elementary school staff of a private school in the city of Rio de Janeiro, considering the scientific knowledge of neuroscience and cognitive psychology and the pedagogical practice of the group, trying to integrate them. The proposal was elaborated based on a questionnaire, answered by the participants, with the objective of verifying the necessities of the group. It was found that the teaching practice analyzed did not consistently contemplate the scientific knowledge mentioned above. The conclusions of this research may contribute to reflections about the initial training of teachers, as well as to the design of proposals for continued in-service training. These can be focused on addressing the effective necessities of specific groups of teachers, being a potential way to increase the efficiency of the teaching performance in the assistance to students with learning difficulties.
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Keywords
Formação continuada Formação de professores Psicologia cognitiva Neurociência Leitura e escrita Continuing education Teacher training Cognitive psychology Neuroscience Reading and writing