Em Aberto
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Em Aberto, criado em 1981, é um periódico monotemático, com periodicidade quadrimestral, cuja finalidade é estimular e promover a discussão de questões atuais e relevantes da educação brasileira, trazendo opiniões divergentes ou confrontos de pontos de vista. Publica artigos e bibliografias seletivas. É largamente utilizado como material didático nos cursos de graduação e de pós-graduação.
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Navegando Em Aberto por Assunto "Alfabetización"
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- ItemA 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 deInterview with researcher Magda Becker Soares about the experience in Lagoa Santa.
- ItemAlfabetização e sua avaliação no Brasil: um balanço crítico a partir de diferentes pesquisas(2020) MORAIS, Artur Gomes de; LEAL, Telma FerrazAs 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.
- ItemAvaliação Nacional da Alfabetização: síntese sobre os resultados das escolas associados a variáveis socioeducacionais(2020) SOARES, José Francisco; BERGMAN, LuanaIlliteracy in Brazil remains a serious national issue, although access to school is no longer an overarching problem. The article presents a synthesis of the National Literacy Assessment (ANA), an external assessment carried out on a large scale by the Brazilian federal government in the country's public schools between 2013 and 2016, targeting students in the 3rd year of elementary school. of basic education. It presents an overview of the method adopted in the evaluation, pointing out the main concepts and instruments that structured the initiative. It summarizes the national results shown by the target audience of the 2016 edition of ANA, and associates them with a set of relevant school and social variables. It finds that the characteristics of the students, infrastructure, administrative dependence and complexity of schools, as well as teacher training, create groups of schools with huge differences in terms of proficiency measured by the ANA tests.
- ItemAvaliação sob medida para governar o processo de alfabetização(2020) SPERRHAKE, RenataThesis review by MELLO, Darlize Teixeira de. Provinha Brasil (or “Provinha de Leitura”?): another “tailor-made evaluation” in the literacy process and “initial literacy”? 2012. 432 f. Thesis
- ItemBibliografia comentada sobre avaliação na alfabetização(2020) GOMES, RosivaldoPresentation of a set of bibliographical references dealing with literacy assessment.
- ItemInstrumentos para avaliação formativa da alfabetização: princípios conceituais e metodológicos(2020) SPERRHAKE, Renata; PICOLLI, LucianaThe assessment of literacy learning is discussed based on the analysis of instruments used in school experiences with first-year elementary school classes. Initially, formative assessment assumptions are used to contextualize the assessment process. Then, based on psychogenetic and phonological perspectives - paradigms that explain the child's learning of the alphabetic-orthographic system - conceptual and methodological principles are presented to assess the levels of conceptualization of writing, letter knowledge, syllabic awareness, graphophonemic awareness and the knowledge of phoneme-grapheme relationships or phonographemic awareness. It is concluded that the interpretive view of teachers, based on different theories that explain the initial learning process of reading and writing, is what will guide the assessment of student learning. This finding highlights the importance of the literacy teacher's specific knowledge for monitoring children's learning and for organizing teaching situations that favor the advancement of their students, considering the different possibilities of intervention.
- ItemOrientações e propostas avaliativas para a escrita alfabética no Programa Nacional do Livro Didático de 2007 a 2016: o que sugerem as coleções de alfabetização?(2020) SILVA, Magna do CarmoIn order to verify whether changes in literacy time implied changes in the assessment proposals for alphabetic writing, the Teacher's Manual and the Student's Book of two literacy collections approved in the National Textbook Program (PNLD) of 2007 to 2016. The methodology was the thematic content analysis. The results indicated that the collections have few contributions to the teacher regarding the assessment of alphabetic writing, despite considering the assessment as a process of regulation of the pedagogical practice. The conclusion indicates that the few guidelines on how to record the evaluation process can foster teaching actions that articulate teaching, learning and evaluation in the formative and regulatory perspective of evaluation, considering the following aspects: elaboration of evaluation criteria; use of appropriate instruments; consideration of errors and diverse knowledge presented by students; and intervention with students during and after the teaching process.
- ItemRelatório do “National Reading Panel” dos EUA (2000)(2020) MORAIS, Artur Gomes deNATIONAL 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.