Alfabetização a partir do trabalho com sequência didática : reflexões sobre o processo de aprendizagem de leitura e escrita

• Ano de defesa: 2019
• Autor(a) principal: Conceição, Marcilene Muniz Monteiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Alfabetização; Aprendizagem; Prática docente; Sequência didática; Sistema de escrita alfabética; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Literacy; Learning; Teaching practice; Didactic sequence; Alphabetic writing system
• Link de acesso: http://ri.ufmt.br/handle/1/3812

The main theme of this study is the literacy and the use of didactic sequences as a work methodology. The study is linked to the Research Group Literacy (ALFALE), Graduate Program in Education, Institute of Humanities and Social Sciences, Federal University of Mato Grosso - University Campus of Rondonópolis (PPGEdu / CUR / UFMT), in the research line Languages, Culture and Knowledge Construction: historical and contemporary perspectives. Thus, the problematic of the discussion proposed here is if the use of didactic sequence is an effective methodological resource to support the learning of students who are lagging behind the writing skills for the school period. Seen in these terms, this work is a research with qualitative approach, and uses the case study as it allows to investigate an event in depth, as the 4 cases presented in this paper. The main objective was to analyze if the use of didactic sequence - the methodological option adopted by this researcher -, constitutes an efficient methodological resource for the students to be literate, thus contributing for them to develop the writing skills. The theoretical support is anchored in the work of Zabala (1998) to support the discussions and propositions about didactic sequence; on literacy and appropriation of the alphabetic writing system is mainly supported by Gontijo (2002), Morais (2012) and Ferreiro and Teberosky (1999). The research was conducted with 04 students of the 2nd year of elementary school who participated in the Project Believe, proposed as a support to the learning of those who present knowledge gap in relation to the content worked in the classroom. Thus, the productions of these 4 students were selected for the analysis developed in this dissertation. As this is a longitudinal study, data collection started with the students of the 2nd year, in 2017, and continued in the first semester of 2018, following the same group, already in the 3rd year, which corresponds to the cycle of literacy. Above all, I consider it important that other teachers follow the didactic sequence proposed by Zabala (1998) to carry out their weekly planning, considering that for me the work was fruitful and such methodology proved to be fruitful as can be seen in the graph with the evolution of students' writing hypotheses. Given what has been exposed in this paper, I intend to contribute to the discussions on the methodology of didactic sequences, especially in the conception of Zabala (1998), based on which I developed my planning, since it has been shown to be a methodology that provides meaningful learning to the students.