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Caminhos para uma prática inclusiva de leitura e escrita na escola
| Content Provider | Semantic Scholar |
|---|---|
| Author | Paccini, Viviane Lameu Ribeiro |
| Copyright Year | 2007 |
| Abstract | This work is the result of researching and collaborating whith a continuous formation programme for Portuguese language Teachers inserted in the state Teaching in the region of Assis – SP who taught deaf students in their classrooms. It is a qualitative study based on the action research, which was used to analyse such continuous formation process and its effects over the pedagogical practice of teachers involved, as well as to verify common and contradictory aspects in this process. Apart from this, the research aims to analyze the difficulties that came across and the strategies employed by the teachers. It was also considered the changes ocurred in their practice, their conception of reading and writing an the importance of L.S. Vigotski and M. Bakhtin’s studies in order to develop a pedagogical practice which makes possible every student’s learning, specially in which concerns reading and writing. Through the observation performed during the teaching formation meetings, questionnaires, school and classroom visits and the collection of written materials made by the deaf students, it was possible to establish a necessity of keeping on doing the formation meetings and also effective political – educational actions which make feasible the school inclusion process. Considering the difficulties, the greatest one lies on the teacher and the deaf student. That is the reason why the strategies employed focus on reducing such problem. As the meetings went by changes in the teaching practice were set up towards a better comprehension and educational development of the deaf students. Furthermore, it was noticed the presence of a pedagogical speech that points out to the written conception as a mere transformation of phonemes into grammatical structures and whose reading conception is grounded on the act of decoding. For this cause, the deaf student learning process is made difficult. Therefore, the words by L.S. Vigotski and M. Bakhtin are a remarkable theoretical reference which puts forward ways for an inclusive practice of reading and writing at school. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.marilia.unesp.br/Home/Pos-Graduacao/Educacao/Dissertacoes/paccini_vlr_me_mar.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
