Escola de nove anos: análise do processo de alfabetização no ciclo inicial (1º e 2º anos)

• Ano de defesa: 2013
• Autor(a) principal: Silva, Silvia de Toledo
• Orientador(a): Cappelletti, Isabel Franchi
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Ciclo de aprendizagem; Ensino fundamental; Alfabetização
• Palavras-chave em Inglês: Curriculum; Learning cycle; Primary education; Literacy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9724

The present thesis had as objective to distinguish the literacy process on the early years cycle of the basic education, between 2010 and 2011, to know if at the end of this path, the students were independent writers, producing alphabetic script hypothesis. For this, it was chosen the qualitative research, drawing on action research, as the observation tool of the alphabetic scripts at a school, named as "School A", at Poá city, on the east side of São Paulo Metropolitan Area. The objective of the research was to draw on the literacy process realized on the beginning cycle of the basic education, between 2010 and 2011, answering the question: "Will two years cycle promote the development of six and seven years students, so that at the end of the cycle the students are producing texts with writing hypothesis in alphabetic level?". Research was founded among others, by the assumptions of Freire (1986, 1994) Ferreiro and Teberosky (1985, 1993); Kleiman (1995), Soares (1999, 2011), Rojo (1998, 2009), Freitas (2003); Mainardes (2007, 2009). According to the analysis of the collected material, the official results had shown that at the end of two years, 100% of the shown sample subjects had their wrinting hypothesis tested in alphabetic level, but the obtained results led diagnose that only 22.2% of the research subjects reached the target set; 33.3% partially reached it and 44.4% did not reached the target, counteracting the result described in the Map of Survey of Classes. The research also provided to evidence important factors that must be reviewed urgently as: Teacher Training on Assessment and Learning Cycles; Turnover of Teachers, were evident and collaborated with the inefficient outcome of literacy cycle observed. Thus the implementation of Public Contest with Career Plan certainly end the turnover of teachers, providing in-service training, to obtain better results in the process of literacy. The relevance of this study lies in its contribution to the improvement of the results of school performance cycle in School "A" extending the reflection of the results and proposed solutions to the Municipal Education aiming at real literacy of students