bachelorThesis
Os desafios encontrados na alfabetização e letramento no processo de aprendizagem
Fecha
2016Registro en:
SOUZA, Iranilma Lopes de. Os desafios encontrados na alfabetização e letramento no processo de aprendizagem. 2016. 32f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação. Universidade Federal do Rio Grande do Norte, Martins/RN, 2016.
Autor
Souza, Iranilma Lopes de
Resumen
The present work has as objective to analyze the challenges faced in the learning of children and adolescents in the process of literacy and literacy having as subjects of the research the Eulina Pinto Infant Education Center and the Municipal School Francisco Gomes Pinto in the municipality of Viçosa / RN. The research sought to observe how the learning process of these students occurs, as well as what methods the teacher uses to achieve the desired syllabic-alphabetical phase, it was also observed the greatest challenges found today to achieve literacy and Literacy of children. The study shows the importance of continuing education to support the process of literacy and literacy of children, as exemplified by the Pacto program, which, given the answers obtained through the questionnaires, is innovative and effective in the development of the pedagogical practice of those involved . In this article we used the bibliographic research, weaving a dialogue in authors of the area, as well as the field research, in which a questionnaire was made with Early Childhood teachers and the initial series, of the referred schools where the research was developed. Through the research, it is concluded that literacy and literacy have different concepts, but must go hand in hand, as well as the difficulties encountered for these two practices to be effective and that with the teacher's training and knowledge Literacy, many of them can be duly overcome. We also found that the interviewed teachers use literacy and literacy practices and agree that continuing education is indispensable for the improvement and change of their pedagogical practice