A supremacia da perspectiva associacionista em práticas alfabetizadoras no 1º ano do ensino fundamental de nove anos

Nogueira, Gabriela Medeiros; Peres, Eliane

doi:10.1590/s0102-46982013000200004

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Thus, the research period comprised the months of August to September 2018 and February to July 2019. During this period, 3-We believe that the meaning of the experience of the child body, in the transition that one school segment to the other provides, is what characterizes the novelty of this study, among so many others already consolidated in this theme, such as: Neves (2010); Nogueira (2011); Marcondes (2012); Fernandes (2014);and Raniro (2016).…”

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confidence: 85%

The child body in the crossing from early childhood education to the early grades of elementary school

Camargo

Garanhani

2022

Educ. Pesqui.

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With an interpretive and ethnographic basis, we carried out a research to understand what the experience of crossing from early childhood education to the early grades of elementary school is like, from the children’s point of view. And with this scenario, we bring in this text, reflections on the child body. For this, anchored in studies of the Sociology of Childhood, and motivated by the research problem-question (What is the experience of crossing from early childhood education to the early grades of elementary school like, from the children’s point of view?), the production of data considered the expressions of six children in two school contexts: a school of early childhood education and another of the early grades of elementary school, in the city of Ponta Grossa, Paraná, Brazil, from August 2018 to July 2019. Through the insertion of the researchers in the group of children, with participant observations, interviews and monitored visits, we sought an adequate interlocution to their speeches, understanding that they go beyond the exclusive use of verbal or written language, covering the movements of their body and their gestures. The data, emerging from the children’s speech, generated two themes for analysis: differences and strategies. These unfolded in the following axes of analysis: a) routines and spaces; b) school practices; and c) rules. The analyzes allowed us to reflect on the child’s body, the power of its movements and gestures as a valid way for the child to be in the world and belong to it, producing culture, interpreting and relating, shaping and influencing the social constructs in which they are inserted.

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confidence: 85%

The child body in the crossing from early childhood education to the early grades of elementary school

Camargo

Garanhani

2022

Educ. Pesqui.

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“…Research has shown that some Brazilian kindergarten and first-grade teachers viewed the act of reading to students as "wasting time." Of greater importance to them were activities such as copying texts from the blackboard, completing textbook exercises, and memorizing lessons (Nogueira & Peres, 2013;Peres, 2009).…”

Section: Brazil's Education Systemmentioning

confidence: 99%

The Importance of Story Time for Brazilian Preservice Teachers

Peres¹

2019

The Reading Teacher

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The author teaches a literacy course for preservice teachers, which they take during the first year of their four‐year course of study. One of the most important activities in the course is Story Time, which consists of the author reading a children's book to preservice teachers during every class, followed by a discussion of the story. After the read‐aloud, they write a reflection emphasizing their feelings and thoughts. The author's primary goal is to invite these future teachers to experience the literature, not just discuss it. The result is a lived experience, not only a theoretical discussion. As future teachers encounter Story Time, the author hopes they begin to realize how reading literature with students is an aesthetic experience that plays an important role in the development of their subjectivity and opens their minds to new sociability.

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O primeiro ano do ensino fundamental de nove anos: uma revisão teórica

et al. 2017

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Resumo El primer curso de la enseñanza primaria de nueve años: una revisión teórica ResumenEl artículo revisa publicaciones brasileñas que tratan del tema del primer curso de la enseñanza primaria de nueve años. Se realizaron búsquedas en las bases de datos SciELO -Scientific Electronic Library Online y en el Portal de Periódicos de la CAPES, considerando el período 2005-2015 y utilizándose los términos: "Enseñanza Primaria de Nueve Años" y "Primer Curso de la Enseñanza Primaria". La investigación resultó en 43 artículos en la base del SciELO y 37 en el Portal de Periódicos de la CAPES. Del total, se seleccionaron 16 artículos para componer el análisis de contenido, de la cual resultaron tres categorías temáticas: Política Educacional, Implantación de la Enseñanza Primaria de Nueve Años y Alfabetización y Letramento. Los resultados revelaron preocupaciones, especialmente, cuanto al descompaso entre la política educacional y la práctica pedagógica. Aunque esas cuestiones no puedan ser generalizadas, se hace necesario considerar que la ampliación del tiempo de escolaridad no es, necesariamente, un indicador de calidad en la enseñanza.Palabras clave: Enseñanza primaria; alfabetización; desarrollo infantil.

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A supremacia da perspectiva associacionista em práticas alfabetizadoras no 1º ano do ensino fundamental de nove anos

Cited by 3 publications

References 4 publications

The child body in the crossing from early childhood education to the early grades of elementary school

The child body in the crossing from early childhood education to the early grades of elementary school

The Importance of Story Time for Brazilian Preservice Teachers

O primeiro ano do ensino fundamental de nove anos: uma revisão teórica

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