Aquisição da escrita: implicações do outro
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Goiás
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
|
Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/5732 |
Resumo: | For a long time, I have worked in school as a teacher of children in the early grades of elementary school. During my practice in the classroom, a question has always caught my attention: how does the acquisition of writing by children happen, mainly of those who do not ascend to writing in the period, according to the official documents, is expected that such acquisition occurs? Out of this concern, the research project "Writing Acquisition: Implications of the Other" arose, presented to the Postgraduate Teaching Program in Basic Education of Applied Teaching and Research Center for Education (PPGEEB / CEPAE / UFG) which resulted in the present work. To conduct my investigation on this subject, I took as theoretical referential the Lacanian and the Freudian psychoanalysis. Among the psychoanalytic notions that guide my study, there is the "Other", essential instance for the constitution of subjectivity. I also used the operations of "alienation" and "separation", such as developed by Jacques Lacan (2008), to analyze the written production of students who, according to their age, should have been literate, handling with 'ease' the written standard, but still do not. The written productions were the result of workshops specifically designed for these children. Beyond these productions, I analyzed interviews and questionnaires which were conducted by the manager and pedagogical group of the school and also by those responsible of the students. The research took place in a regular educational institution since this is the privileged place in which writing and reading are formally presented to the child. My hypothesis is that this is the right time for pedagogical interventions to be carried out in order to avoid social constraints to these children due to the fact that they are not literate. |
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Freire, Silvana Matiashttp://lattes.cnpq.br/7161275903576726Freire, Silvana MatiasBuragarelli, Cristóvão GiovaniCarvalho, Maria Alice de SousaSilva, Joelma Oliveira Santos2016-07-14T14:01:17Z2016-03-15SILVA, Joelma Oliveira Santos. Aquisição da escrita: implicações do outro. 2016. 142 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/5732For a long time, I have worked in school as a teacher of children in the early grades of elementary school. During my practice in the classroom, a question has always caught my attention: how does the acquisition of writing by children happen, mainly of those who do not ascend to writing in the period, according to the official documents, is expected that such acquisition occurs? Out of this concern, the research project "Writing Acquisition: Implications of the Other" arose, presented to the Postgraduate Teaching Program in Basic Education of Applied Teaching and Research Center for Education (PPGEEB / CEPAE / UFG) which resulted in the present work. To conduct my investigation on this subject, I took as theoretical referential the Lacanian and the Freudian psychoanalysis. Among the psychoanalytic notions that guide my study, there is the "Other", essential instance for the constitution of subjectivity. I also used the operations of "alienation" and "separation", such as developed by Jacques Lacan (2008), to analyze the written production of students who, according to their age, should have been literate, handling with 'ease' the written standard, but still do not. The written productions were the result of workshops specifically designed for these children. Beyond these productions, I analyzed interviews and questionnaires which were conducted by the manager and pedagogical group of the school and also by those responsible of the students. The research took place in a regular educational institution since this is the privileged place in which writing and reading are formally presented to the child. My hypothesis is that this is the right time for pedagogical interventions to be carried out in order to avoid social constraints to these children due to the fact that they are not literate.Há muito tempo trabalho em escola como professora de crianças nas séries iniciais do ensino fundamental. Em minha prática de sala de aula, uma questão sempre me chamou a atenção: como se dá a aquisição da escrita por parte das crianças, principalmente daquelas que não ascendem à escrita no período que, de acordo com os documentos oficiais, espera-se que tal aquisição ocorra? Dessa inquietação surgiu o projeto de pesquisa “Aquisição da escrita: implicações do Outro”, apresentado ao Programa de Pós-Graduação em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação (PPGEEB/CEPAE/UFG) que resultou no presente trabalho. Para realizar minha investigação sobre o tema, tomei como referencial teórico a psicanálise freudiana e lacaniana. Dentre as noções psicanalíticas que norteiam meu estudo, há o “Outro”, instância fundamental na constituição de uma subjetividade. Utilizei também as operações de “alienação” e “separação”, tal como elaboradas por Jacques Lacan (2008), para analisar a produção escrita de alunos que, de acordo com sua faixa etária, já deveriam estar alfabetizados, manejando com „desenvoltura‟ a escrita padrão, mas ainda não o fazem. As produções escritas foram resultantes de oficinas planejadas especificamente para essas crianças. Além dessas produções, analisei entrevistas e questionários que foram realizados junto ao grupo gestor e pedagógico da escola e aos responsáveis pelos alunos. A pesquisa aconteceu em uma instituição de ensino regular por ser este o lugar privilegiado em que a escrita e a leitura são formalmente apresentadas à criança. Minha hipótese é a de que esse é o momento propício para que intervenções pedagógicas possam ser realizadas a fim de evitar constrangimentos sociais a essas crianças pelo fato de não estarem alfabetizadas.Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-07-13T18:32:28Z No. of bitstreams: 2 Dissertação - Joelma Oliveira Santos Silva - 2016.pdf: 8370103 bytes, checksum: 82cc21b93dcba3bc0b48f03b51badd09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-07-14T14:01:17Z (GMT) No. of bitstreams: 2 Dissertação - Joelma Oliveira Santos Silva - 2016.pdf: 8370103 bytes, checksum: 82cc21b93dcba3bc0b48f03b51badd09 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2016-07-14T14:01:17Z (GMT). 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dc.title.por.fl_str_mv |
Aquisição da escrita: implicações do outro |
dc.title.alternative.eng.fl_str_mv |
Acquisition of writing: implications of the other |
title |
Aquisição da escrita: implicações do outro |
spellingShingle |
Aquisição da escrita: implicações do outro Silva, Joelma Oliveira Santos Educação básica Aquisição da escrita Psicanálise Basic education Writing acquisition Psychoanalysis EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Aquisição da escrita: implicações do outro |
title_full |
Aquisição da escrita: implicações do outro |
title_fullStr |
Aquisição da escrita: implicações do outro |
title_full_unstemmed |
Aquisição da escrita: implicações do outro |
title_sort |
Aquisição da escrita: implicações do outro |
author |
Silva, Joelma Oliveira Santos |
author_facet |
Silva, Joelma Oliveira Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freire, Silvana Matias |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7161275903576726 |
dc.contributor.referee1.fl_str_mv |
Freire, Silvana Matias |
dc.contributor.referee2.fl_str_mv |
Buragarelli, Cristóvão Giovani |
dc.contributor.referee3.fl_str_mv |
Carvalho, Maria Alice de Sousa |
dc.contributor.author.fl_str_mv |
Silva, Joelma Oliveira Santos |
contributor_str_mv |
Freire, Silvana Matias Freire, Silvana Matias Buragarelli, Cristóvão Giovani Carvalho, Maria Alice de Sousa |
dc.subject.por.fl_str_mv |
Educação básica Aquisição da escrita Psicanálise |
topic |
Educação básica Aquisição da escrita Psicanálise Basic education Writing acquisition Psychoanalysis EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Basic education Writing acquisition Psychoanalysis |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
For a long time, I have worked in school as a teacher of children in the early grades of elementary school. During my practice in the classroom, a question has always caught my attention: how does the acquisition of writing by children happen, mainly of those who do not ascend to writing in the period, according to the official documents, is expected that such acquisition occurs? Out of this concern, the research project "Writing Acquisition: Implications of the Other" arose, presented to the Postgraduate Teaching Program in Basic Education of Applied Teaching and Research Center for Education (PPGEEB / CEPAE / UFG) which resulted in the present work. To conduct my investigation on this subject, I took as theoretical referential the Lacanian and the Freudian psychoanalysis. Among the psychoanalytic notions that guide my study, there is the "Other", essential instance for the constitution of subjectivity. I also used the operations of "alienation" and "separation", such as developed by Jacques Lacan (2008), to analyze the written production of students who, according to their age, should have been literate, handling with 'ease' the written standard, but still do not. The written productions were the result of workshops specifically designed for these children. Beyond these productions, I analyzed interviews and questionnaires which were conducted by the manager and pedagogical group of the school and also by those responsible of the students. The research took place in a regular educational institution since this is the privileged place in which writing and reading are formally presented to the child. My hypothesis is that this is the right time for pedagogical interventions to be carried out in order to avoid social constraints to these children due to the fact that they are not literate. |
publishDate |
2016 |
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2016-07-14T14:01:17Z |
dc.date.issued.fl_str_mv |
2016-03-15 |
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SILVA, Joelma Oliveira Santos. Aquisição da escrita: implicações do outro. 2016. 142 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/5732 |
identifier_str_mv |
SILVA, Joelma Oliveira Santos. Aquisição da escrita: implicações do outro. 2016. 142 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2016. |
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http://repositorio.bc.ufg.br/tede/handle/tede/5732 |
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