O ciclo alfabetização: modalidades de interação de professores e alunos no processo pedagógico
Data
2016-09-09
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação compreende estudos teóricos e investigação qualitativa e tem por objetivos analisar e comparar as interações de professores e seus alunos no Ciclo Alfabetização. Com essa comparação, pretende-se identificar o enfoque dado nas práticas e nos discursos ao significado do objeto de estudo para os alunos das escolas com diferentes Índices de Desenvolvimento da Educação Básica 2013 (IDEB). A pesquisa foi realizada em duas escolas públicas do Ensino Fundamental localizadas em cidade do interior paulista, uma com o maior e outra com o menor IDEB/2013. Participaram desse processo 04 classes de 1º ano, 03 de 2º ano e 04 de 3º ano, num total de 246 alunos e 11 docentes. A coleta de dados foi feita mediante entrevistas semiestruturadas com os professores e observações de aulas registradas em diário de campo, essa atividade teve a duração de cinco dias consecutivos, totalizando duzentos e trinta e uma horas. Os dados obtidos foram examinados com uma adaptação para a alfabetização do sistema de referência para análise das interações e da produção de significados em aulas proposto por Mortimer e Scott. Assim, foram identificadas as semelhanças e diferenças entre as interações relativas à escrita, como objeto de ensino e aprendizado. Isso permitiu configurar 04 modalidades de interações: 1. Ausência de diálogos com os alunos. 2. Ocorrência de diálogos com alguns alunos sobre o código alfabético. 3. Diálogos focados no código alfabético com todos os alunos. 4.Ocorrência de diálogos com todos os alunos focados nas interações desses com os textos. Os dados referentes à escola com menor IDEB concentram-se nas modalidades 1 e 2 e os de maior IDEB, distribuem-se nas modalidades 1-2 (03 docentes) e 3-4 (03 docentes). As ações docentes correspondentes às modalidades 1 e 2 consistem, com algumas diferenças, em práticas pedagógicas centradas no professor, ao passo que as modalidades 3 e 4 consistem em práticas que acolhem com maior ou menor ênfase as perspectivas dos alunos em relação ao objeto de estudo – escrita. A comparação dos resultados obtidos considerando-se o IDEB revela diferenças favoráveis às escolas com maior IDEB
This dissertation consists of theoretical studies and qualitative research. It aims to analyze and compare the interactions between teachers and their students in Literacy Cycle. This comparation intends to identify the approach given on practices and discourses to the meaning of the object of study for students from schools with different Development Index of Basic Education 2013 (IDEB). The study was developed in two public elementary schools located in the countryside of São Paulo, one with the highest and the other with the lowest IDEB/2013. Four first grade classes, three second grade classes and four third grades classes of elementary school participated in this process, involving a total of 246 students and 11 teachers. Data were collected through semi-structured interviews with teachers and classroom observations that were recorded in a field diary. It lasted five consecutive days, totaling 231 hours. The collected data have been examined with an adjustment for the literacy of the framework developed by Mortimer and Scott to analize interactions and meaning productions in classroom. Thereby, similarities and differences have been identified among the interactions related to writing as a teaching and learning object. It has allowed us to set four interaction modalities: 1. A lack of dialogues with the students. 2. The ocurrence of dialogues with some students about the alphabetic code. 3. Dialogues focusing on the alphabetic code with all the students. 4. The ocurrence of dialogues with all the students focusing on their interactions with texts. Data related to the school with the lowest IDEB are concentrated on modalities 1 and 2 and the ones ralated to the school with the highest IDEB are distibuted on modalities 1-2 (03 teachers) and 3-4 (03 teachers). Teachers actions related to modalities 1 and 2 consist, with some differences, in teacher-centered pedagogical practices while the modalities 3 and 4 consist in practices that admit with greater or less emphasis students' perspectives in relation to the object of study - writing. The comparison of the results obtained considering IDEB shows positive differences to the school with higher IDEB.
This dissertation consists of theoretical studies and qualitative research. It aims to analyze and compare the interactions between teachers and their students in Literacy Cycle. This comparation intends to identify the approach given on practices and discourses to the meaning of the object of study for students from schools with different Development Index of Basic Education 2013 (IDEB). The study was developed in two public elementary schools located in the countryside of São Paulo, one with the highest and the other with the lowest IDEB/2013. Four first grade classes, three second grade classes and four third grades classes of elementary school participated in this process, involving a total of 246 students and 11 teachers. Data were collected through semi-structured interviews with teachers and classroom observations that were recorded in a field diary. It lasted five consecutive days, totaling 231 hours. The collected data have been examined with an adjustment for the literacy of the framework developed by Mortimer and Scott to analize interactions and meaning productions in classroom. Thereby, similarities and differences have been identified among the interactions related to writing as a teaching and learning object. It has allowed us to set four interaction modalities: 1. A lack of dialogues with the students. 2. The ocurrence of dialogues with some students about the alphabetic code. 3. Dialogues focusing on the alphabetic code with all the students. 4. The ocurrence of dialogues with all the students focusing on their interactions with texts. Data related to the school with the lowest IDEB are concentrated on modalities 1 and 2 and the ones ralated to the school with the highest IDEB are distibuted on modalities 1-2 (03 teachers) and 3-4 (03 teachers). Teachers actions related to modalities 1 and 2 consist, with some differences, in teacher-centered pedagogical practices while the modalities 3 and 4 consist in practices that admit with greater or less emphasis students' perspectives in relation to the object of study - writing. The comparison of the results obtained considering IDEB shows positive differences to the school with higher IDEB.
Descrição
Palavras-chave
Alfabetização, Práticas pedagógicas, Interação com a leitura e a escrita, Literacy, Pedagogical practices, Reading and writing interaction