Navegando por Autor "MORAIS, Artur Gomes de"

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    A proposta de ensino e avaliação da alfabetização em Lagoa Santa, Minas Gerais: Entrevista com Magda Becker Soares
    (2020) SOARES, Magda Becker; LEAL, Telma Ferraz; MORAIS, Artur Gomes de
    Interview with researcher Magda Becker Soares about the experience in Lagoa Santa.
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    Alfabetização e sua avaliação no Brasil: um balanço crítico a partir de diferentes pesquisas
    (2020) MORAIS, Artur Gomes de; LEAL, Telma Ferraz
    As in other countries, we are witnessing, in the field of literacy, in Brazil, a clash between different theoretical-methodological perspectives that seek to influence public policies, when the theme is “how to teach literacy”. In the 1980s and 1990s, the theory of psychogenesis of writing gained a certain hegemony, in our academic circles and in curricular proposals, such as the National Curriculum Parameters (PCN), for example. Approaches that brought as a novelty an expansion and diversification of reading practices and text production experienced with literacy students were also increasing, as a result of the dissemination of the concept of literacy and the defense of the perspective of “literate literacy”. However, several studies have attested to the permanence, in classrooms, of the use of traditional literacy methods, especially the syllabic ones. In the last two decades, there has also been pressure from groups of researchers and businessmen for studies on phonemic awareness to be the main theoretical reference in public policy proposals and for the phonic method to be instituted as a solution, in the eternal search for more efficient literacy teaching in our educational networks.
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    Avaliação da alfabetização e formação de professores alfabetizadores no Brasil: caminhos e descaminhos
    (2020) LEAL, Telma Ferraz; MORAIS, Artur Gomes de
    This article aims to discuss the limits and possibilities of two national assessment programs, the Provinha Brasil and the National Literacy Assessment (ANA), on literacy policies. The reflections were based on the resumption of studies developed by the authors, which had as methodological strategies: observation of lecturers' classes, evaluation of the performance of literacy students and analysis of official documents of the federal government relating to Provinha Brasil, ANA and the National Policy of Literacy. The conclusions point out that these evaluations are important for the definition of public policies, but they needed to be improved in terms of: 1) compliance with the selection of items, respecting all specific descriptors; 2) review of scales and their levels, due to inconsistencies pointed out; and 3) clearer indication of the knowledge and skills expected at the end of each school year. It is also concluded that there was a hasty use of ANA data to justify the creation of a National Literacy Policy that disregards different theoretical-methodological knowledge, built over several years in the education policies of Brazilian literacy teachers.
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    Relatório do “National Reading Panel” dos EUA (2000)
    (2020) MORAIS, Artur Gomes de
    NATIONAL READING PANEL (NRP) Review. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction – reports of the subgroups. Washington, D.C.: U.S. Department of Health and Human Services, National Institute of Child Health and Human Development, 2000. Available at: https://www.nichd.nih.gov/publications/pubs/nrp/smallbook. Access in: Apr 26 2020.