Abstract:Este artigo apresenta algumas reflexões sobre o ensino de leitura e a alfabetização no Brasil, tomando como ponto de partida os confrontos contemporâneos entre os chamados 'métodos' e 'metodologias' ou ainda 'linhas', 'filosofias', 'teorias' de alfabetização e de leitura. Situa sua argumentação a partir de alguns embates e algumas preocupações que vêm ocorrendo nesse campo do ensino nesta primeira década do milênio e, como exemplo, analisa um documento publicado pela Comissão de Educação e Cultura da Câmara do… Show more
“…The latest figures from the OECD “Programme for International Student Assessment” (PISA) indicate that Brazil ranks 55 out of 65 countries on reading, with half of the country's students performing below the basic proficiency level (OECD, 2013). Constructivist teaching methods (also known as the “whole language” approach) represent the dominant approach to literacy instruction in Brazil (Abadzi, 2006; Belintane, 2006). This approach is based on the belief that children discover the alphabetic code spontaneously in the course of reading and writing, and stands in contrast to the skill-based phonics approach that is used widely in English-speaking countries (National Institute of Child Health and Human Development, 2000; Ehri et al, 2001).…”
This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement.
“…The latest figures from the OECD “Programme for International Student Assessment” (PISA) indicate that Brazil ranks 55 out of 65 countries on reading, with half of the country's students performing below the basic proficiency level (OECD, 2013). Constructivist teaching methods (also known as the “whole language” approach) represent the dominant approach to literacy instruction in Brazil (Abadzi, 2006; Belintane, 2006). This approach is based on the belief that children discover the alphabetic code spontaneously in the course of reading and writing, and stands in contrast to the skill-based phonics approach that is used widely in English-speaking countries (National Institute of Child Health and Human Development, 2000; Ehri et al, 2001).…”
This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement.
“…O excerto acima faz referência a um "suposto" atraso do país em relação ao progresso científico e metodológico no campo da alfabetização. Belintane (2006) De acordo com Carvalho (2005), o treinamento para o desenvolvimento da consciência fonológica é algo que já era proposto nos antigos métodos fônicos. Por isso, ressalta que o que estamos vivenciando em relação à defesa do trabalho educativo para o desenvolvimento da consciência fonológica pela criança tem revigorado a retomada das estratégias didáticas dos métodos fônicos, como se esses métodos estivessem sendo redescobertos.…”
Section: Concepção De Leitura Da Política Nacional De Alfabetizaçãounclassified
Este artigo objetiva analisar como a Política Nacional de Alfabetização – PNA (2019) propõe o trabalho com a leitura na Educação Infantil. Utiliza, como metodologia, a pesquisa documental, ao analisar o caderno da PNA. Compreende a leitura a partir da perspectiva bakhtiniana de linguagem. Considera que, desde o primeiro ano de vida (Rossi, 2015), as crianças leem imagens, daí a premência do trabalho com a leitura de imagem da arte e da cultura visual para potencializar o debate sobre temáticas contemporâneas na Educação Infantil. Fundamenta-se em Franz (2008), Franz e Grallik (2006), Bakhtin (2011) e Barbosa (1998; 2005; 2022). Conclui que a concepção de leitura adotada na PNA reduz e invisibiliza o trabalho com a leitura de imagem na Educação Infantil.
“…Baseados em estudos realizados nos EUA e na Inglaterra, alguns pesquisadores no Brasil (Capovilla;Capovilla, 2003;Oliveira, 2001) argumentam que o método fônico seria mais eficaz do que os de orientação construtivista (Brasil, 2003). Devido às diferenças entre as línguas, não seria pertinente pesquisadores e educadores basearem suas conclusões e recomendações em resultados de outros países, conforme argumenta Belintane (2006). Caberia, talvez, conduzir pesquisas comparativas semelhantes ao Projeto Follow Through, considerando-se as peculiaridades das escolas brasileiras.…”
ResumoO presente artigo tem como objetivos pontuar fatores que contribuem para a dissociação entre teoria e prática educacional, além de enumerar as estratégias para a sua reunificação. O texto trata do efeito devastador dessa ruptura conceitual, que se constitui em eterno dilema entre pesquisadores, professores e gestores da área educacional. Nesse cenário, por conta da ausência de um canal de comunicação entre a Ciência e as práticas pedagógicas correntes, os resultados de pesquisa registram o seguinte: a) a ocorrência de sentimentos de ameaça à credibilidade da Educação como profissão; b) a possibilidade de os cientistas inadvertidamente delinearem modelos conceituais distanciados da realidade das salas de aula; e c) o risco de os responsáveis pela formulação de políticas públicas passarem a defender práticas educacionais que se mostram ineficazes na atualidade. Assim, o artigo aborda diretrizes para a reunificação dos conceitos teoria e prática educacional, destacando-se: a) a formação profissional do professor-pesquisador; b) a participação do pesquisador no cotidiano da escola; e c) o trabalho colaborativo entre o pesquisador acadêmico e o professor da sala de aula. Por fim, são apresentados dois programas educacionais norte-americanos que, com sucesso, conseguiram associar a pesquisa acadêmica à prática escolar, tendo como suporte um modelo desenvolvimentista de trabalho.
Palavras-chaveFormação de professores -Professor-pesquisador -Teoria e prática.
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