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Estudo de práticas de alfabetização face à heterogeneidade de conhecimentos sobre a escrita alfabética nos anos iniciais do ensino fundamental no Brasil e na França : relação entre práticas de ensino e progressão das aprendizagens dos alunos

Abstract : The following study aimed to analyze the relationship between literacy practices regarding the treatment of the heterogeneity of the Know-how in writing in early classes of Elementary School in Recife and Lyon, and the development of students' learning. For this purpose, we considered the theoretical contributions of different authors in order to address literacy practices and the heterogeneity of students' knowledge, the proposal of literacy’s basic cycle, and the official propositions for the axes of the Portuguese and the French language, destined for the first three years of Elementary School and expertise. In methodological terms, we used the qualitative approach yet with regard to the quantitative aspects. We used two schools as empirical fields, one located in Recife, Brazil, and the other in the Lyon, France, as well as four teachers, three from the Brazilian school (1º, 2º and 3º classes) and one from the French Institution (CP), and their respective students. As for the procedures, we carried observations of the teaching practices (15 days of class in each group class of the school of Recife, and 5 days in the class of Lyon), semi-structured interviews, writing diagnosis of words and texts with Brazilian students and analysis of the French students’ notebooks. The handling of information was based in the categorical thematic content analysis, and among the results, we identified the creation of professional schemes, postures, didactic characteristics, and professional characteristics that aimed to meet the heterogeneity of the know-how in students’ writing. In the case of P1, which used to develop actions more directed to the collective of the room, the treatment of the heterogeneity was performed within these collective situations. In this direction, the professional schemes lacked adjustments, since the majority of the students finished the school year without consolidating the graphophonic relations and with difficulties to write. With respect to the practices of P2, P3, and PF, the schemes were fabricated more consciously, in order to meet the different reading and writing skills of the class. This led the group to advance in their writing. The P2 class, which at the beginning of the year had children with all the hypotheses from the alphabetical notation system and difficulties to achieve in writing mostly categories listed, finished the year with literate levels of writing and with great evolutions, but persistent difficulties in relation to adequacy, consistency and structuring. The P3 and PF classes, in which the heterogeneity was more concentrated among the alphabetical hypotheses at the beginning of the year, also presented progressions. In the third year students’ writing, a large number of students fully met most of the categoriesalready listed in the initial diagnosis, with some difficulty in relation to coherence, structuring of the periods in their writing, and use of writing with orthographic correctness, which persisted at the end of the year, although in a smaller number, among some students.
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https://tel.archives-ouvertes.fr/tel-02503064
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Submitted on : Monday, March 9, 2020 - 4:54:09 PM
Last modification on : Monday, June 8, 2020 - 3:51:10 PM
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  • HAL Id : tel-02503064, version 1

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Nayanne Torres da Silva. Estudo de práticas de alfabetização face à heterogeneidade de conhecimentos sobre a escrita alfabética nos anos iniciais do ensino fundamental no Brasil e na França : relação entre práticas de ensino e progressão das aprendizagens dos alunos. Education. Université de Lyon; Universidade federal de Pernambuco (Récife, Brésil), 2019. Portuguese. ⟨NNT : 2019LYSE2089⟩. ⟨tel-02503064⟩

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