Acolhendo a Alfabetização nos Países de Língua Portuguesa
Publish unprecedented articles, resulting from reseach, containing relevant information on the countries whose official language is Portuguese, so that the knowledge about what is happening in education in those places can be accessible to the comunity interested in literacy.
Universidade de São Paulo. Faculdade de Educação
Apenas el trabajo es aceptado por el Consejo y la Comisión Editorial, los autores se comprometen a transferir los derechos de autor para la revista "Acolhendo a Alfabetização nos Países de Língua Portuguesa".
Six year old's egocentric speech in the collective construction the writing
'In this article we aimed at analyzing data on the uses and functions of four six-years-olds s private speech prompted during free graphic productions activities such as drawing and initial writing. Our study was developed from a cultural psychology perspective in which knowledge is constructed dialogically during teaching-learning activities in multimodal literacy processes. In addition, classroom interactions and problem solving involve social practices based on oral, visual and graphic modes of communication. We analyzed four 60 minutes sessions filmed in a first year classroom Junior school in which three sessions involved recount activities and one free writing session all conducted by the classroom teacher. Having episodes as unit of analysis, we applied the categories developed by literature to analyze private speech and created another category from the indexes of the specific situations. Results indicated that the use of egocentric speech functioned in order to organize drawing and spelling during free writing activities. In addition, the use of egocentric speech acquired the following functions directed to generate knowledge in intersubjectivity: a) as a commentary of the social other; b) a commentary of the speaker himself directed to the social other; c) an egocentric speech of the social other; d) an assessment commentary; e) private speeches in collective spelling; f) as present participants commentaries of agreement or disagreement
Curriculum and Youth and Adult Education: Power/Knowledge Space
Curriculum establishes which knowledge is prioritized, such as that regarding views on the world and humanity and which “truth” to proclaim. Curricular theory gives epistemological support to what the curriculum will do through the curricular policies that will make viable the curriculum proposal, through holdings and documents at the macro and micro level. In class the curriculum fulfills certain roles and relationships between teacher and students and validates some knowledge while invalidating others, including certain individuals and excluding others. We understand curriculum as a trajectory that involves the entire dynamic in and for the school, in order to produce identities and subjectivities. The objective of this study is to problematize the curriculum field, focusing specifically on the education of youth and adults from a post-critical viewpoint. From this perspective, Youth and Adult Education begins to be perceived as a form of education in terms of the cultural political field: a space of power/knowledge that produces different identities.
Copyright (c) 2014 Acolhendo a Alfabetização nos Países de Língua Portuguesa
The opinion of Emilia Ferreiro on literacy
With the aim of contributing to the comprehension of an important moment in Brazil’s literacy history, this paper analyzes aspects of Emilia Ferreiro’s (1937 - ) thoughts on literacy, emphasizing her theories about the process of constructing knowledge of written language by children. These theories are the result of her research on the psychogenesis of written language, based on Jean Piaget’s genetic epistemology and on Noam Chomsky’s psycholinguistics, both of which had significant repercussions in our country beginning in the mid 1980s. This paper’s topic is approached from a historical perspective through the process of locating, gathering and organizing the available bibliography by and about Emilia Ferreiro and analyzing the textual configuration of the book Psychogenesis of Written Language (Psicogênese da língua escrita).
The “battle of the literacy methods” in Brazil: Contributions to methodize the debate
With the objective of contributing to the debate on literacy methods in Brazil and as a result of documental research on the topic, this paper presents and renders problematic one of the most recent proposals for teaching literacy to children: that centered on the phonic method. The key characteristics of this new proposal will be analyzed, including their elements of error. The proposal will be compared with other literacy proposals and methods that have emerged over the course of the history of the teaching of reading and writing in elementary education in Brazil since the end of the nineteenth century.
Narration and Experience: Looking at an Education based on “Poor” Pedagogy – an Analysis based on a Learning-to-Write Situation
With an approach that designates the classroom as its central reference point and a concrete classroom situation as its starting point, this paper attempts to reflect a perspective that may suggest a teaching practice that leads to poor pedagogy. To achieve this, this paper will work on inverting the logic we frequently employ when thinking about education and school. From this perspective, some axes become central: (1) to produce a view about the idea of knowledge and learning, (2) an awareness of a certain notion of “to teach” and finally (3) starting from a focus on the type of childhood that creates a necessity of “infantilizing” pedagogy, or in other words, we must aim towards a “poor” pedagogy. I will address this through a study carried out with children in the initial stages of their education and literacy learning.
Six year-olds’ private speech during construction of writing in intersubjectivity
In this article we seek to analyze data on the use and functions of four six-years-olds’ private speeches prompted during free graphic production exercises, such as drawing and initial writing. Our study was developed from a cultural psychology perspective in which knowledge is constructed dialogically during teaching-learning activities in multimodal literacy processes. In addition, classroom interactions and problem solving involve social practices based on oral, visual and graphic modes of communication. We analyzed four 60-minute sessions filmed in a first grade1 classroom; three sessions involved recount children’s stories and one was a free writing session, all of which were led by the classroom teacher. In designating episodes as the units of analysis, we applied the categories developed by literature to analyze private speech and created another category from the indexes of the specific situations. The results indicated that the use of private speech functioned in order to organize drawing and spelling during free writing activities. In addition, the use of private speech acquired the following functions directed to generate knowledge in intersubjectivity: a) as a commentary of the social other; b) a commentary of the speaker himself directed to the social other; c) a private speech of the social other; d) an assessment commentary; e) private speeches in collective spelling; f) as present participants’ commentaries of agreement or disagreement.
Reading and writing: a right of all people
For many decades, innumerable failures and high dropout rates – especially during the reading and writing learning process – have been pointed to as some of the main problems of elementary education. Even after several educational system changes, the literacy learning process still maintains a high rate of students who fail to learn how to read and write, and thus remains a prominent concern for the educational system. This issue becomes even more critical in light of the fact that despite new legislation, a contingency of students reach the fourth grade without having at the very least begun the process of written language comprehension, which is to reach the alphabetic hypothesis, in which the student is able to read and write graphically what he thinks and speaks. It is the comprehension of the alphabetic basis logic that provides a platform for understanding this process, so that the same can be developed with quality. The objective of this paper is to reflect on how educators act in relation to this population that is already behind in their reading and writing learning, as they are fourth-grade students who need a different educational program in order to continue their learning. The data and analysis are from a broader study and serve to clear up the relationship between professional practice and the efficacy of the transmission of knowledge related to reading and writing: a right of all people.
Mundialization, social work and subject's policy
The article presents some possibilities for a subject´s policy envolving question of ethics and democracy. It is based on the analysis of a work realized by two groups of the EQUAL Program. These groups accompany the social insertion of young people in France. According to the author, they should evaluate their social work taking into account, at the same time, the quantitative dimension and the qualitative dimension in relation to the person as subject. This way, it comes to sight an urgent consequence that social actors get worry about constructing their own evaluators instruments of their work, in order to a qualitative and no quantitative evaluate, respecting a real subject´s dynamic, from the user side as well from the social actor side in which each one has the necessity of unveiling (reciprocal "biographization"), explicating their criterions according to their point of view about common lived situations (re-"territorialization" of the person) and trying to permanence coherent ("desparcialization" of the person inside different trajectories). All these work ought to take into account that "being subject" can not ever be isolated from the object. The "being subject" is a "being in situation". "Being subject" is to be a "subject who talks and acts", it means, a "subject who desires", in a social scenario in which world-wide dominance is delimited by imprecisely borders inside their concretizations and an extreme efficacy inside their functioning. In this context, to educate - to form, to accompany the dimension of subject´s creative desire - is the first mission that should be given to all social worker, by himself and by his work with the Other. This knowledge of the subject and his own word implicates that social actor "works with" instead of "works for" the subject.
The partnership influences between reader and writer in texts production
This article aims to present a research, whose goal was to verify the formation of consciousness discourse on producers of texts, seeking help methodologically for the area of teaching-learning processes of the mother tongue. Look like intentional mediation offered by the conditions of production contributes to the formation of consciousness discourse of the producers of texts through a partnership between reader and writer.
Interactive processes of the youth and adult classroom: the use of the didactic book in question
In this text will be presented the conclusions of the research that the objective it was to analyse the usage of the Schoolbook, in the interactive process of classroom in 1ª Stage of the Youth and Adult Education. The methodological option was centered in a qualitative analysis and in a case study with the orientations of the interactional ethnography. This study it was documented in the research literature Bakhtin (2004), Geraldi (2002), koch (1997), Marcuschi (2001), Bazerman (2006). The research presented that, among different conclusions, the Schoolbook, it wasnt a constant practice in the classroom, another supports of the same kind like newspapers and magazines mark their presence. It also exposed that it wasnt explored neither valued another aspects present in the this kind of supports, as the Didactic Book as another supports, prejudicing in this way, the understanding of the perspective bakhtiniano, making that the interaction and, consequently, the verbal interaction do not happen amply.
Reading, writing and literacy: building essential knowledge
The objective of this work is to identify the obstacles that, along the Brazilian history, denied the access to public schools for poor family children. The importance of the school as a socio-cultural instance will also be studied. In order to follow a theoretical investigative trek on the institution school, it is based on the assumptions of Ferreiro, Silva e Branco, among others. The results of this research show that, in the school context, there are real possibilities that permit to reach the proposed goals; more specifically, for the effective language construction and appropriation, the act of writing and reading in a school class environment, depending on the actors involved, towards the establishment of meaningful knowledge.
The sociolinguistic roots of illiteracy in Brazil
Illiteracy is probably the major social problem in Brazil insofar as it underlies all the other ones. In the first part of this paper a synchronic analysis of the problem is presented based on official statistics put forward in the Map of Illiteracy. In the second part we look for the social historical roots of the problem in the Brazilian history, since the 16th Century. Both analyses are sociolinguistically oriented.
Pieces ofmemory: Portuguese culture and language in Maputo, homage to mozambiquean brothers
This article discloses the importance of keeping alive and recognized the memories about the learning of Portuguese Language by a Mozambiquean group, citizens of Maputo, whose did not have this language as maternal language, in the direction of the reflection concerning the relation between language and citizenship's construction. From data collection of verbal register and from the treatment given to them, we got results that show the ethnic-cultural diversity inside Mozambique's capital. Moreover, the set of the interviews also indicated that the familiar relations and the relations established inside school institution are strong for the insertion of these citizens in the Lusophone world, after Mozambique's Independence from Portugal. Still, the article intends to consist in subsidy for the implementation of Law 11.645/08 concerning the study of Afro-Brazilian Culture and History inside classrooms.
"Bad is copying, it is writing": school for settled children
This article investigates how children from Nova Alvorada do Sul Rural Settlement's (Brazil) understand and consider their school experience. Carried out by participant observation, interviews and a compilation of life histories, this study reveals how the students' life circumstances and the problems concerning their literacy process influence their school expectations and their permanence in the settlement. Therefore, while addressing these questions, this article can also encourage the discussion of pedagogical proposals for rural and urban educational spaces.
The introduction to research in a graduation course: about popular libraries and readers' development
The present study shows some results of a research developed in the first degrees in a graduation course in a public university within Rio de Janeiro State. It is related to public libraries and readers' development. In the first stage, carried out in this study, we investigated the history and the monitoring of public libraries within Rio de Janeiro City, so that we could stimulate the researching attitude by twenty eight students involved in it, which we distributed among eight libraries all over the city. Besides the theoretical and methodological references related to the concepts of library, reading and the history of reading, we introduced the first notions concerned the ethnographic research and the investigation in the field of Human Sciences
Literacy and illiteracy in Brazil: some reflections
This article presents some reflections concerning the literacy in Brazil throughout the time. In such a way, it uses Brazilian"s laws in favor of the literacy, romances, research made about this thematic and teacher"s words. The article shows the little that is offered to poor Brazilians throughout Brazil"s history.
Considerations of the number and the numerical language appropriation
This article discusses the number as a form of language explaining the contemporary social reality in which this information depends on mathematics. It presents the components of the numerical language-code and sense-and argues against the number of designs that reduce their understanding the points of order and quantity. It states that such reductionism limits the scope of ownership of human relations when the meaning attributed to the number extrapolates his ordinal and cardinal condition and expresses conventional aspects. The central hypothesis of this article is to consider the numerical code and the meaning assigned to it as reflective elements, interdependent, which can only be understood taking into account the social function of this language form and social exchange which require this tool conceptual use
The newspaper reading and the elderly's social exclusion
This article has as objective to check if elderly, residents of a home for old people in the town of Marília, feel the necessity of reading in their daily life. Seven old people participated of the sampling, between 74 to 99 years old. The participants were divided in two groups: reader group and non-reader group. They answered the semi-structured interview which resulted in the possibility of discussing the contents of the elderly´s education that are in homes for old people, their needs and social reintegration.
The pedagogical making and the official proposals to literacy in Mato Grosso do Sul: the intention and the practice
The literacy has being in the last decades privilege object of reflection and analysis. Several researches have being done some ways to try to understand this fenomenum with many sides and, because of this, we have immense difficult to understand it. In this work, we try to contribute with some reflections about the theme studying the situation in Mato Grosso do Sul (MS), between 1979-1982 - about the relation between the pedagogical making and official proposals. So, our aim is to rescue the projects and the proposals evolving the Literacy sent to the schools and teachers in the period related to 1979-1982. In a second moment, we expect to reveal how these projects were effective or not in the school year and what relation was establish or not in the day of the school and which relation was between the pedagogical making and the documents produced. For this, we used basically two sources to collect the datas: first the analysis of the documents made by Secretaria de Estado de Educação de Mato Grosso do Sul during the period showed. The rescue and analysis of these documents seems to be of the most importance for us, having in mind that even MS one of the newest Brazilian State of the Federation, the register of its educational history, see the difficulty find by us to rescue those documents produced during this period. In a second place, we made interviews half-structured with the teachers that were part of the Secretaria de Estado de Educação of the time the project were planted. The analysis of these datas indicates a big distance between what was presented as official proposal for Literacy in this period and what was effective in the pedagogical practice in the school web.
Schooling and reading for children in Brazil at Republicas' beginning
This paper presents some reflections about Brazil's schooling process at Republica's beginning with the primary school expansion. It seeks to establish a relationship between the book expansion and the increase of children's literature publication in the country.
Fairy tales: an experience in the literacy process with lower class children and teachers
This works investigation is about the period from 1984 to 1996, when the Literacy Basic Cycle and Unique Journey were implanted in Sao Paulo. It focuses the problem of childrens access and permanence in school. It is also focuses the problem of lower class childrens evasion. The purpose of this study is to propose new forms to teach children to write and read. This research was born of the preoccupation with the high number of excluded children from the literacy process and with the unsatisfactory results obtained by many children who study in our schools. In order to investigate the problem, 38 Literacy Basic Classes and their teachers, besides 1200 children (which did not attend kindergarten classes or failed) took part of a constructivist literacy proposal for lower class children. This study was based on the theories of Jean Piaget, Emília Ferreiro, Ana Teberosky, among others. They were used to establish discussions, reflections and analysis of the activities made in the classroom. The first result of these activities concerns to help us to rethink about the practices used by the teachers in the classroom. The teachers were analyzed and evaluated and they had our support to develop new strategies to help children to learn how to write and read. The results showed us that children could not only acquire the writing but also use it in outside school situations. We also paid attention to the past schools situation in order to explain how it is nowadays and to show our experience, based on a constructivist theory, which presented some positive results.
The book "Freedom to Learn" by Carl R. Rogers left questions about the educational system. He wrote that educators in an attempt to motivate change and the desire to accomplish something concrete. For this purpose, available to all, he could see working in his own experience. Provides examples of how teachers, working at different levels of education, have found ways to provide freedom to learn, and has interesting consequences of these efforts. Also the book shows the attitudes to be developed by those interested in being a "learning facilitator", and recommends methods to develop these attitudes. Finally, it suggests a practical plan with a view to revolutionary changes in education.
In writing studies field, the recognition of acquisition process inside linguistics and psychoanalysis area opens perspectives to orality/ writing relations are considered according to a new point of view. Researcher has the possibility to describe textual and graphic transformations in children"s writing, until now not taken into consideration by alphabetization theories, as an effect of a discursive-linguistic functioning that includes them. In this functioning, oral and written communication emerge in a mutual and constitution relation.
The social use of reading through informative texts
"What kind of meaning do the informative texts bring to the AlfaSol neo-readers?" It's an action-research project which aims to practice the new literates' reading skills through real daily life situations. The project is based on bibliographic research and the development of workshops in reading in the Community of Dendê using texts on social integration, citizenry practice, health care, environment protection and improvement of people's life quality. The project focuses on the community's needs, according to the Law of Social Responsibility which led partnerships between private enterprises and the state government. Visits to the Community of the Dendê had been carried and contacts made with the local leaders. These visits had for objective to present and to argue with the leaders about the viability of the project and to select the place most adequate for the functioning the reading workshops. The people of the Community of Dendê is receiving a great contribution in the direction to perfect the reading techniques, to interpret texts with useful information, to create the habit to read with adult egresses of the literacy programs, to read jointly with familiar, the friends and neighbors, being exercised themselves all for a harmonic and solidarity life, in brainstorming to the current problems that affect all the collective
Public education students' performance with and without learning difficulties in phonological awareness, in rapid naming, in reading and in writing
Purpose: characterizing and comparing the performance of students with and without learning difficulties from the public education in phonological awareness, rapid naming, reading and writing. Methods: sixty private students from 2nd to 4th grades participated, distributed into six groups - each one was composed of 10 students being three groups of students without learning difficulties and three groups with such difficulties. As procedure phonological awareness, rapid naming and oral reading and writing under dictation were used. Results: the results highlighted a superior development of those without learning difficulties compared to the students with learning difficulties. Conclusion: the students with learning difficulties presented a higher score in the time/speed task of rapid naming and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without difficulties. Thus, a relation between rapid naming and lexical access is revealed, as well as between visual discrimination, frequency of word occurrence and presentation of the code naming needed to do the phoneme-grapheme conversion process required in the reading and writing in an alphabetic writing system such as the Portuguese language
Parte I: Diretor titular da Chaire de recherche sur l'intervention éducative (CRIE)
Entrevista com Pedagogo responsável pelo conteúdo dos exercícios on-line do site www.kademi.com.br
A recently begun Brazilianity: "The Brazilian People" by Darcy Ribeiro
This review about the book The Brazilian People by Darcy Ribeiro attempts to present the importance of the compilation done by Professor Darcy Ribeiro. Professor Ribeiro’s career was devoted to study and research, and he had a very important role in life as a public figure. When it comes to understanding who we are and where we are going, The Brazilian People presents us with a wide range of possibilities.This work was completed during the author’s final moments and questions concerning Brazilian identity and identity with Brazil are not yet clear and it is these types of questions that we, as educators, should deliberate on before entering the classroom. By doing so, we revive this work so that we have a notion of how we should try to act in our classrooms and in our lives. It is this notion that we discern when we return to reading The Brazilian People.
Políticas de escritas: um tecido de movimentos de leitura