Programa de Pós-graduação em Ensino na Educação Básica
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Navegando Programa de Pós-graduação em Ensino na Educação Básica por Assunto "Alfabetização e letramento"
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Item A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO(Universidade Federal de Goiás, 2018-06-15) Rodrigues, Lídia Silva; Costa, Sônia Santana da; http://lattes.cnpq.br/0379279344988870; Costa, Sônia Santana da; Oliveira, Ilse Leone Borges Chaves de; Gabassa, Vanessa; Araújo, Denise SilvaThis research links to the Graduate Program in Teaching in Basic Education of the Teaching and Research Center Applied to the Federal University of Goiás’ Education (PPGEEB/CEPAE/UFG), and integrates the line of research of School Practices and Application of Knowledge in the area of Languages, Codes and their Technologies. It had as a study object the formation of the literary reader in the first year of the Elementary School and was instigated from the following problem: does the teacher, when planning and mediate activities involving literary reading in the literacy process considers the literature as a cultural contribution and the child as a historical and cultural being? The research aimed to check and understand how does the literary reader formation in the first year of the Elementary School happens from the planning and mediation held by the teachers, and, yet to identify through the pedagogic practice, facilitator aspects and limitation aspects to this formation. The theoretical foundation pillars are the conceptions of authors that understands the child as a historical and cultural being, among them are Vygotsky (1988, 1991, 1998, 2003 e 2007) and Bakhtin (2006) regarding the children’s learning and acquisition and functions of the language; Colmer (2007), Zilberman (2007), Rojo (2009) and Soares (2001) in the literacy and literature concepts; Candido (2004) and Todorov (2009) to the literature as a source of humanization analysis; Tardif (2002), Saviani (2009), Freire (2015) and Alarcão (2003) in the discussion of initial and continuous teacher formation. On the data that composes the body of the research, the qualitative research was elected and the methodology are based in the historical materialist dialectic method, that helps us learn the reality of the mediation between the subject and the object that is intended to meet. This study has made final considerations, amidst them that the literature is an intangible asset well, a cultural instrument, and a source of pleasure that meets the subjects’ needs for fantasy and imagination. The practice of literary reading in the first year of the Elementary School, though it is considered essential to the formation of autonomous subjects, still has the characteristics of a traditional teaching, as its use only with didactics intentions. Nonetheless, we can notice that the teachers have had a commitment in the search of innovative practices that surpasses their own formation as readers, to grant significant and pleasant experiences to the children so they can, in fact, become literary readers.Item Alfabetização e letramento de estudantes com síndrome de Down: indicações a partir da percepção de professores sobre a vivência de estudantes em uso do software alfabetização fônica computadorizada(Universidade Federal de Goiás, 2019-03-27) Santos, Tatiane Soares dos; Barreto, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299; Dalla Déa, Vanessa Helena Santana; http://lattes.cnpq.br/4747115499551611; Dalla Déa, Vanessa Helena Santana; Oliveira, Ana Flávia Teodoro de Mendonça; Silva, Ana Paula Salles daThe present research was carried out in a course of continuous formation that happened in the Faculty of Education of the Federal University of Goiás, denominated "Culture Digidown". The purpose of this study was to analyze the perception of teachers about the experience of students with Down syndrome using computerized computer literacy software. Based on these indications, we attempted to construct a prototype software program for literacy and literacy of these students. In field research, video recording and the focal group for data collection were used. For data analysis we used the Bardin content analysis. The subjects of the research were 40 teachers of the regular network of education, participants of the course. The results of the research showed us significant indications. In relation to the use of software on: audio, interface, gamification, user- software interaction options, among other factors. Regarding the pedagogical mediation of teachers, it was clear that some specificities of this public should be considered in the elaboration of activities, so that they do not become too complex and confusing. Regarding the pedagogical proposal, we obtained indications that lead us to realize that the method to be used is not the most important point to have good results in the literacy processes, so the most significant in this process is to know the ways in which the subject appropriate written language. Thus, the teacher can guide the student in this process, in a significant way, working both literacy and literacy, to form subjects who not only master a code, but who understands and makes use of it in its most diverse social contexts.