Processo da leitura e da escrita no contexto educacional urbano e rural nas séries iniciais do ensino fundamental em Vitória de Santo Antão (Pernambuco - Brasil)
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2017-05-10
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Este estudo, intitulado Processo da Leitura e da Escrita no Contexto Educacional
Urbano e Rural nas Sérias Iniciais do Ensino Fundamental em Vitória de Santo Antão
(Pernambuco, Brasil), analisa as práticas docentes dos professores das zonas urbana e rural, em
relação ao processo de ensino-aprendizagem da leitura e da escrita, contribuindo para o
conhecimento dessas práticas docentes e para o conhecimento das facilidades e dificuldades
que enfrentam esses docentes, tendo em vista as possíveis diferenças entre suas práticas nos
contextos urbano e rural. Esta pesquisa se configura dentro de uma abordagem
predominantemente qualitativa, integrando ainda alguns dados quantitativos. Como
procedimento metodológico, utilizou-se uma metodologia interativa, por facilitar a construção
do referencial teórico e o processo de análise dos dados, tendo sido identificadas as categorias
teóricas: Formação de Professores, Prática Docente, Alfabetização e Letramento. Essa
metodologia auxiliou a elaboração de questionários e um roteiro das entrevistas. A realização
das entrevistas seguiu o Círculo Hermenêutico Dialético (CHD), uma técnica dinâmica que
permite uma constante relação entre pesquisador e entrevistados. Foram entrevistadas quatro
professoras da zona urbana, do Colégio Municipal 3 de Agosto, e quatro professores da zona
rural, da Escola Municipal Duque de Caxias. Para fazer o cruzamento de dados, escolhemos
aleatoriamente dez escolas da zona urbana e dez escolas da zona rural e aplicamos questionários
aos seus professores das Séries Iniciais do Ensino Fundamental. A fim de verificar resultados
das práticas docentes,aplicamos um teste de avaliação da leitura aos alunos dos professores
entrevistados. Os resultados obtidos foram trabalhados através da análise interativa da matriz
geral das categorias teóricas, que são alicerçadas na fundamentação teórica, e das categorias
empíricas, que são decorrentes destas categorias para construção dos questionários e roteiro das
entrevistas. A análise teve os seguintes referenciais: Formação Inicial, Formação Continuada,
experiências (prática docente), estratégias no processo de ensino-aprendizagem, diferenças
entre prática docente na zona urbana e na zona rural, facilidades e dificuldades no ensino da
leitura e da escrita na alfabetização, contexto sociocultural, diferenças entre letrar e alfabetizar,
letramento e multiletramento. Nesta investigação, identificamos que, no ensino da leitura e da
escrita, as diferenças que existem nas práticas dos professores das escolas pesquisadas não se
referem a cada uma das zonas, mas às práticas individuais dos professores, pois em uma mesma
escola há diferenciados contextos. Os resultados das análises nos levam a acreditar que o
processo de ensinar a ler e a escrever exige práticas docentes com estratégias de ensino
adaptadas ao contexto sociocultural dos alunos e que a formação do professor deve ser contínua
e realizada nas próprias unidades de ensino, com as trocas de experiências dos professores e
com uma pedagogia crítica, em que a autonomia e a interação entre docente e discente sejam
constantes, para promover um ensino e aprendizagem significativos da leitura e da escrita.
This study, entitled Process of Reading and Writing in Urban and Rural Educational Context in Initial Grades of Elementary School in Vitória de Santo Antão (PE, Brazil), analyzes the teaching practices of teachers in urban and rural areas, in relation to the teaching-learning process of reading and writing, contributing to the knowledge of these teaching practices and knowledge of the difficulties and facilities these teachers face because of the possible differences between their practices in urban and rural contexts. This research is set within a predominant qualitative approach, even integrating some quantitative data. As methodological procedure, an interactive methodology was used, for facilitating the construction of the theoretical framework and the process of data analysis, since the theoretical categories were identified: Teachers Education, Teaching Practice, Literacy and Education. This methodology led to the development of questionnaires and a guide of interviews. The completion of the interviews followed the Dialectic Hermeneutic Circle (DHC), a dynamic technique that allows a constant relationship between researcher and interviewed ones. Four teachers from 3 de Agosto Municipal School in the urban area, and four teachers from Duque de Caxias Municipal School in the rural area were interviewed. For making the exchange of data, ten schools from the urban area and ten rural ones were randomly chosen and questionnaires were applied to their teachers in the early grades of elementary school. In order to verify results from teaching practice, the interviewed teachers and reading tests with the same teacher’s students were carried out. The obtained results were worked through interactive analysis of the overall matrix of theoretical categories, which are grounded in theoretical foundation, and the empirical categories, which are resulting from those categories for the construction of the questionnaires and the guide of the interviews. The analysis had the following references: Initial Education, Continuing Education, experiences (teaching practice), strategies in the teaching-learning process, differences between teaching practice in urban areas and in the rural area, facilities and difficulties in teaching reading and writing during literacy, social and cultural context, differences between educate and alphabetize, literacy and multi literacy. In this investigation, it was identified that, in teaching reading and writing, the differences in the practices of the surveyed school teachers do not refer to each of the areas, but to individual practices of teachers, as in the same school there are different contexts. The test results lead us to believe that the process of teaching how to read and write require teaching practices with teaching strategies adapted to the socio-cultural context of the students and the teacher training should be continuous and performed in their own teaching units, with exchanges of experience among teachers and with a critical pedagogy, in which the autonomy and interaction between teachers and students can be constant as to promote a meaningful teaching and learning of reading and writing.
This study, entitled Process of Reading and Writing in Urban and Rural Educational Context in Initial Grades of Elementary School in Vitória de Santo Antão (PE, Brazil), analyzes the teaching practices of teachers in urban and rural areas, in relation to the teaching-learning process of reading and writing, contributing to the knowledge of these teaching practices and knowledge of the difficulties and facilities these teachers face because of the possible differences between their practices in urban and rural contexts. This research is set within a predominant qualitative approach, even integrating some quantitative data. As methodological procedure, an interactive methodology was used, for facilitating the construction of the theoretical framework and the process of data analysis, since the theoretical categories were identified: Teachers Education, Teaching Practice, Literacy and Education. This methodology led to the development of questionnaires and a guide of interviews. The completion of the interviews followed the Dialectic Hermeneutic Circle (DHC), a dynamic technique that allows a constant relationship between researcher and interviewed ones. Four teachers from 3 de Agosto Municipal School in the urban area, and four teachers from Duque de Caxias Municipal School in the rural area were interviewed. For making the exchange of data, ten schools from the urban area and ten rural ones were randomly chosen and questionnaires were applied to their teachers in the early grades of elementary school. In order to verify results from teaching practice, the interviewed teachers and reading tests with the same teacher’s students were carried out. The obtained results were worked through interactive analysis of the overall matrix of theoretical categories, which are grounded in theoretical foundation, and the empirical categories, which are resulting from those categories for the construction of the questionnaires and the guide of the interviews. The analysis had the following references: Initial Education, Continuing Education, experiences (teaching practice), strategies in the teaching-learning process, differences between teaching practice in urban areas and in the rural area, facilities and difficulties in teaching reading and writing during literacy, social and cultural context, differences between educate and alphabetize, literacy and multi literacy. In this investigation, it was identified that, in teaching reading and writing, the differences in the practices of the surveyed school teachers do not refer to each of the areas, but to individual practices of teachers, as in the same school there are different contexts. The test results lead us to believe that the process of teaching how to read and write require teaching practices with teaching strategies adapted to the socio-cultural context of the students and the teacher training should be continuous and performed in their own teaching units, with exchanges of experience among teachers and with a critical pedagogy, in which the autonomy and interaction between teachers and students can be constant as to promote a meaningful teaching and learning of reading and writing.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Leitura , Escrita , Alfabetização , Prática docente , Contextos urbanos e rural