Leitura e escrita: como a escola enfrenta a questão nos primeiros anos de escolaridade
Resumo
O trabalho resulta de pesquisa realizada, durante três anos, enfocando os três primeiros anos de escolaridade de crianças de classes populares em escola pública do estado do Rio de Janeiro. A coleta de dados foi feita a partir de observações, entrevistas com alunos e professores e da produção textual dos alunos. Buscou-se analisar os diferentes fatores que interferem nos processos de ensino/aprendizagem da língua materna e que resultam em diferentes graus de domínio da leitura e da escrita. Com base em Bakhtin e Lahire, foram elaboradas categorias teóricas que permitem analisar tanto a lógica da cultura escolar na compreensão e ação do se constitui em material de ensino/apren- dizagem, quanto os processos de interação verbal que propiciam o desenvolvimento de práticas discursivas direcionadas à promoção do letramento social.
Palavras-chave: ciclos, leitura e escrita.
Reading and writing: the way the school deals with the issue in the first years of Education.
AbstractThis study is the result of a research carried out during two years on the first three school years of low-income children studying in public schools in the state of Rio de Janeiro. Data collection was made from observation, interviews with students and teachers, and texts produced by the students. We tried to analyze the several factors that interfere with the processes of teaching/learning of the mother tongue, and that result in different levels of mastering the ability to read an write. Based on Bakhtin and Lahire, we established theoretical categories which allowed the analysis not only of the logic of the school culture in understanding and acting upon what shall be taught, but also the processes of verbal interaction that allowed the development of oral practices directed to the promotion of the teaching/learning of the social ability to read and write.
Key-words: cycles, ability to read and write.
Palavras-chave: ciclos, leitura e escrita.
Reading and writing: the way the school deals with the issue in the first years of Education.
AbstractThis study is the result of a research carried out during two years on the first three school years of low-income children studying in public schools in the state of Rio de Janeiro. Data collection was made from observation, interviews with students and teachers, and texts produced by the students. We tried to analyze the several factors that interfere with the processes of teaching/learning of the mother tongue, and that result in different levels of mastering the ability to read an write. Based on Bakhtin and Lahire, we established theoretical categories which allowed the analysis not only of the logic of the school culture in understanding and acting upon what shall be taught, but also the processes of verbal interaction that allowed the development of oral practices directed to the promotion of the teaching/learning of the social ability to read and write.
Key-words: cycles, ability to read and write.