Name: ALZENIRA BARCELOS MONTEIRO

Publication date: 22/09/2020
Advisor:

Namesort descending Role
DANIA MONTEIRO VIEIRA COSTA Advisor *

Examining board:

Namesort descending Role
CLÁUDIA MARIA MENDES GONTIJO External Examiner *
DANIA MONTEIRO VIEIRA COSTA Advisor *
FERNANDA ZANETTI BECALLI External Examiner *
REGINA GODINHO DE ALCÂNTARA Internal Examiner *

Summary: It is a research in the field of literacy. Discusses a discursive approach to teaching and learning the relationships between sounds and letters and letters and sounds. It develops a methodological design that involved a qualitative research in the socio- historical perspective realized through a case study. Describes and analyzes situations constituted by the dialogical movement existing in the school time / space of a class of the 3rd year of the literacy cycle composed of 25 children, of whom 14 were not yet literate at the beginning of the research, from a school in the municipal public school system from Vila Velha/ES, in the year 2019. It takes as a theoretical reference the discussions held by Bakhtin (2006, 2011) and Geraldi (1997, 2010, 2012, 2016), in the field of language, and by Vigotski, in the field of psychology , specifically the discussion it has about pedagogical mediation. It elects the following categories of analysis: a) For a discursive approach in educational work with the relationship between sounds and letters and letters and sounds: error or search for active and responsive understanding by children ?, in which it discusses the fear of making mistakes that, initially, there was on the part of the children when producing texts, due to the difficulties presented, by the children, on the relationship between sounds and letters and letters and sounds and how this fear was being overcome through dialogue, enabling the appropriation of knowledge that involves reading and reading. production of texts. In category b) For a discursive approach in educational work with the relationship between sounds and letters and letters and sounds: interdiscursive aspects, it draws a discussion on the importance of considering these aspects in the children's literacy process. And in the last category called: c) For a discursive approach in educational work with the relations between sounds and letters and letters and sounds: reading and text production, dialogues about the work that integrates reading and the production of texts to the study of relations sounds and letters and letters and sounds. It concludes that dialoguing with the children about the relationship they have with the teaching-learning of written language, shows the importance of considering their experiences, emotions and discourses, in which their experiences combined with the discursive movements carried out in the classroom, collaborate so that the child understands his condition as a potential learner of the mother tongue in its written form.

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