Navegando por Palavras-chave "written language"

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    As concepções de linguagem, a produção de textos escritos e as perspectivas de justiça nas propostas curriculares do estado do Ceará e do município de Guarulhos/SP: uma análise bakhtiniana
    (Universidade Federal de São Paulo (UNIFESP), 2014-10-30) Pereira, Lays [UNIFESP]; Vovio, Claudia Lemos Vovio [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aims to investigate how the production of written texts has been embraced in curricular proposals for elementary school, of public education systems, from conceptions of language produced by these curricular documents. It is intended to verify if and how the choices made in two curricular proposals correspond to the goals of consolidation of the literacy process established today, remission of inequalities in participation in practices of socially valued writing, and, broadly, the expansion of opportunities for participation in the cultures of writing. This is the case study of two curriculums, one organized by the State Government of Ceará and the Government of Guarulhos? Municipality. It is intended to verify if and how the choices made in regards the production of both correspond to the goals of consolidation of the literacy process established today, remission of inequalities in participation in socially valued writing practices and social demands related to the use of written language. The choice of these curriculum is not random, but guided by the statement that such norms have as main objective building schools with fairness and justice, with the potential to increase "proficiency levels and lessen the impact of social position on academic success" (SOARES, 2008), redeeming social inequalities and assuming a distributive function for schools. Beyond the sociology of education, the research is based under the theoretical and methodological assumptions of Mikhail Bakhtin, inasmuch as reflections and analysis will be woven from the texts that circulate and vie positions in the social struggle arena ? curriculum of both governments. For this author, "where there is no text there is no object of research and thought? (BAKHTIN, 2003, p. 307).
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    A relação com a linguagem escrita na inclusão escolar de uma criança com deficiência visual: mediação pedagógica e (im)possibilidades de ensino-aprendizagem
    (Universidade Federal de São Paulo (UNIFESP), 2015-01-09) Carvalhais, Keuri Costa [UNIFESP]; Carvalho, Maria de Fátima [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This work deals with the relation between children with visual disability [hereafter named under the acronym DV ? translator?s note], and written language in a school inclusion policy during the first year of elementary school, together with specialized educational attendance [hereafter named under the acronym AEE ? translator?s note]. It aims to discuss the conditions and ways it is accomplished within such educational contexts, and within situations which objective is to introduce children(in)directly to both reading and writing practices, its teaching and learning as well. The investigation is based on Vygotsky?s cultural-storic Psychology (1897-1943), a current of thought that assumes both writing and language as social practices, emphasizing their role on the constitution of cultural functions, and in the school development of children. It also aims to outline the moderator role of the other and that of the language, and the importance they give to the use of cultural instruments towards the development of forms of psychological measures within the existence of any kind of disability. Carried out a case study throughout participant observation, this research was developed with a six-year-old boy with diagnosticated visual disability [hereafter named under the acronym DV ? translator?s note], enrolled in the 1st year of elementary public school, in the city of Guarulhos/SP, and beneficiated by the specialized educational attendance (AEE).During the elaboration of the case study, it was also made semi-structured interviews with the research participants: an AEE?s teacher, a teacher from the elementary school?s classroom, her trainee, the school committee, the visual disabled child, and his mother. The data analysis, carried out under the focus of cultural-storic Psychology outlines the mediation of the teachers ? ways and devices to achieve the pedagogical work that involves the approach towards writing and its learning ? indicating it as preponderant to the construction of the (im)possibilities related to DV children and written language, its learning and development.