Alfabetização a partir do trabalho com sequência didática : reflexões sobre o processo de aprendizagem de leitura e escrita
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Data
2019-08-28
Autores
Conceição, Marcilene Muniz Monteiro
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Universidade Federal de Mato Grosso
Resumo
The main theme of this study is the literacy and the use of didactic sequences as a
work methodology. The study is linked to the Research Group Literacy (ALFALE),
Graduate Program in Education, Institute of Humanities and Social Sciences, Federal
University of Mato Grosso - University Campus of Rondonópolis (PPGEdu / CUR /
UFMT), in the research line Languages, Culture and Knowledge Construction:
historical and contemporary perspectives. Thus, the problematic of the discussion
proposed here is if the use of didactic sequence is an effective methodological
resource to support the learning of students who are lagging behind the writing skills
for the school period. Seen in these terms, this work is a research with qualitative
approach, and uses the case study as it allows to investigate an event in depth, as the
4 cases presented in this paper. The main objective was to analyze if the use of didactic
sequence - the methodological option adopted by this researcher -, constitutes an
efficient methodological resource for the students to be literate, thus contributing for
them to develop the writing skills. The theoretical support is anchored in the work of
Zabala (1998) to support the discussions and propositions about didactic sequence;
on literacy and appropriation of the alphabetic writing system is mainly supported by
Gontijo (2002), Morais (2012) and Ferreiro and Teberosky (1999). The research was
conducted with 04 students of the 2nd year of elementary school who participated in
the Project Believe, proposed as a support to the learning of those who present
knowledge gap in relation to the content worked in the classroom. Thus, the
productions of these 4 students were selected for the analysis developed in this
dissertation. As this is a longitudinal study, data collection started with the students of
the 2nd year, in 2017, and continued in the first semester of 2018, following the same
group, already in the 3rd year, which corresponds to the cycle of literacy. Above all, I
consider it important that other teachers follow the didactic sequence proposed by
Zabala (1998) to carry out their weekly planning, considering that for me the work was
fruitful and such methodology proved to be fruitful as can be seen in the graph with the
evolution of students' writing hypotheses. Given what has been exposed in this paper,
I intend to contribute to the discussions on the methodology of didactic sequences,
especially in the conception of Zabala (1998), based on which I developed my
planning, since it has been shown to be a methodology that provides meaningful
learning to the students.
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CONCEIÇÃO, Marcilene Muniz Monteiro. Alfabetização a partir do trabalho com sequência didática: reflexões sobre o processo de aprendizagem de leitura e escrita. 2019. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2019.