Navegando por Autor "PRADO, Jalma Geise Maria Brabo do"
Agora exibindo 1 - 2 de 2
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) Formação de professores: entre saberes e práticas – um estudo de caso(Universidade Federal do Pará, 2016-06) PRADO, Jalma Geise Maria Brabo do; FERREIRA, Andréa Tereza BritoThis article deals with the training of teachers and their relation to the practices and the teaching knowledge, based on studies of teacher training and daily life. It was sought to understand the docking process between knowledge derived from training processes and teaching practices having as its object the pedagogical practices and its relations with the knowledge related to teacher education. It was conducted a case study, making use of interviews and observation of practice and training process of a teacher of the literacy cycle and their study adviser, considering the formation of the National Pact for Literacy in the Age One - PNAIC Municipal network of Belém Teaching. It was realized that teachers, both as literacy trainers, have their unique way of "manufacture" their practicesItem Acesso aberto (Open Access) A produção textual escrita de alunos de 1ª série do ensino fundamental: sob a influência dos métodos de alfabetização(Universidade Federal do Pará, 2006-09-04) PRADO, Jalma Geise Maria Brabo do; CRUZ, Regina Célia Fernandes; http://lattes.cnpq.br/3307472469778577On the basis of studies that take as central axle the alphabetization and the literacy, this thesis understands an inquiry concerning the influence of the literacy methods, more specifically of the Syllable Method and the proposal of Literacy with Linguistics Base Approach, in the textual production written of first grade of elementary level students, that were literate by Syllable Method or Linguistic Base Approach. To achieve it, this study started the hypothesis that orality/written relation established by the students in its productions and the use of a restricted number of cohesive elements that establish the relations of meaning between the utterances that compose the text are, in part, responsibility of the methods and/or proposals of literacy adopted. The dialogue established with authors who gives visibility to the practical one of to support literacy process; the studies on: literacy, psychogenesis of the written language and the production of scholar texts had helped respectively in the conduction of this work, that beyond the bibliographical research if was valid the field work carried through in two elementary schools: the N.S.A that pertaining to the Municipal Net of Education of Ananindeua and L.C that pertaining to the Private Net of Education of Belém. During this research, had been observed the development of the work of four teachers with literacy groups and of the textual production of twelve students of two groups of first grade of school N.S.A; and also had been applied two questionnaires to seven teachers of literacy and first grade groups of the two cited schools. The aforesaid research became possible to perceive that the literacy already starts to be seen as a process that it not only aims at to the domain of the technology of the reading and the writing, but also to the social uses of these technologies; it shows also that the students literate by Linguistics Base Approach use a bigger number of cohesive elements in its productions that the students literate by the Syllable Method and that the relation between speech and the writing established in the writing of words is much more strong in the written textual productions of the students literate by the Linguistics Base Approach.