Loading...
Publication
Literatura para a infância no processo de alfabetização e letramento: em escola pública do Município de Contagem-MG/Brasil
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.18 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O estudo sobre as literaturas para a infância tem sido alvo de vários estudiosos. As escolas públicas brasileiras trabalham com alunos que muitas vezes não tem condições de adquirir literaturas. Perante essa situação, considerou-se pertinente analisar se as literaturas para a infância são trabalhadas com alunos da pré-escola e séries iniciais do ensino fundamental, em uma escola pública do município de Contagem, estado de Minas Gerais na região Sudeste do Brasil. Os objetivos foram criar expectativas aos professores da pré-escola e dos alunos que se iniciam o processo de alfabetização, quanto ao uso da literatura, perceber como são trabalhadas em sala de aula, propor atividades sugestivas para serem trabalhadas na escola e clarificar a importância da literatura conforme descrição de alguns teóricos. O estudo sustentou-se com enquadramento teórico atualizado. O estudo empírico baseia-se na metodologia qualitativa, com recurso de questionário contendo questões abertas e fechadas aplicadas aos profissionais da educação em escola pública. Usou-se também a estratégia de elaborar atividades de leitura compartilhadas entre docentes e alunos em sala especial, cujo objetivo era observar o interesse de alunos e docentes. Pontua-se que escola e os colaboradores foram identificados por nomes fictícios, nomes de flores. E o resultado das informações foi suficiente para realização do trabalho. Os dados sugerem que as informações obtidas levam á compreensão de que as literaturas são trabalhadas nas séries iniciais do ensino fundamental e pré-escola e existe o empréstimo de livros a todos os alunos, incentivando-os ao hábito da leitura.
The study of literatures for childhood has been the target of several scholars. Brazilian public schools work with students who often can not afford to acquire literatures. Considering this situation, it was considered pertinent to analyze if the literatures for the childhood are worked with students of the preschool and initial series of primary education, in a public school of the municipality of Contagem, state of Minas Gerais in the Southeast region of Brazil. The objectives were to create expectations for pre-school teachers and students who begin the literacy process, regarding the use of literature, perceive how they are worked in the classroom, propose suggestive activities to be worked in the school and clarify the importance of Literature as described by some theorists. The study was supported by an updated theoretical framework. The empirical study is based on the qualitative methodology, using a questionnaire containing open and closed questions applied to education professionals in public schools. We also used the strategy of elaborating shared reading activities between teachers and students in a special room, whose objective was to observe the interest of students and teachers. It is noted that school and collaborators were identified by fictitious names, names of flowers. And the result of the information was sufficient to carry out the work. The data suggest that the information obtained leads to the understanding that literatures are worked in the initial grades of elementary and pre-school and there is the loan of books to all the students, encouraging them to the habit of reading.
The study of literatures for childhood has been the target of several scholars. Brazilian public schools work with students who often can not afford to acquire literatures. Considering this situation, it was considered pertinent to analyze if the literatures for the childhood are worked with students of the preschool and initial series of primary education, in a public school of the municipality of Contagem, state of Minas Gerais in the Southeast region of Brazil. The objectives were to create expectations for pre-school teachers and students who begin the literacy process, regarding the use of literature, perceive how they are worked in the classroom, propose suggestive activities to be worked in the school and clarify the importance of Literature as described by some theorists. The study was supported by an updated theoretical framework. The empirical study is based on the qualitative methodology, using a questionnaire containing open and closed questions applied to education professionals in public schools. We also used the strategy of elaborating shared reading activities between teachers and students in a special room, whose objective was to observe the interest of students and teachers. It is noted that school and collaborators were identified by fictitious names, names of flowers. And the result of the information was sufficient to carry out the work. The data suggest that the information obtained leads to the understanding that literatures are worked in the initial grades of elementary and pre-school and there is the loan of books to all the students, encouraging them to the habit of reading.
Description
Keywords
Literatura para a Infância Alfabetização Letramento Escola Pública Literature for Childhood Literacy Literature Public school