Literacy and the knowledge’s heterogeneity about writing in Brazil and France
This investigation analyzed the practices of first-year elementary school teachers’ in Brazil and France in meeting the knowledge’s heterogeneity on students' alphabetical writing, as well as the different levels of appropriation of the writing system of both classes at the beginning and end of...
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Portal de Pediódicos Eletrônicos da UFRN |
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Torres da Silva, Nayanne Nayara Borges Correia de Albuquerque, Eliana |
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Torres da Silva, Nayanne Nayara Borges Correia de Albuquerque, Eliana Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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Torres da Silva, Nayanne Nayara Borges Correia de Albuquerque, Eliana |
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Torres da Silva, Nayanne Nayara |
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Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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Literacy and the knowledge’s heterogeneity about writing in Brazil and France |
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literacy and the knowledge’s heterogeneity about writing in brazil and france |
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This investigation analyzed the practices of first-year elementary school teachers’ in Brazil and France in meeting the knowledge’s heterogeneity on students' alphabetical writing, as well as the different levels of appropriation of the writing system of both classes at the beginning and end of the school year. The methodological procedures involved observations and interviews carried out with the teachers, diagnoses of writing words, applied to Brazilian students, and the analysis of the French students’ class notebooks. The investigation data, treated by means of thematic content analysis, showed significant differences in the learning of Brazilian and French students, related, among other things, to the way the teachers dealt with the different knowledge of the children in regards to the appropriation of alphabetic writing knowledge. The Brazilian teacher had more difficulties in evaluating the knowledge of her students and dealing with the heterogeneity of her class. |
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Portal de Periódicos Eletrônicos da UFRN |
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2021 |
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https://periodicos.ufrn.br/educacaoemquestao/article/view/25113 |
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AT torresdasilvanayannenayara literacyandtheknowledgesheterogeneityaboutwritinginbrazilandfrance AT borgescorreiadealbuquerqueeliana literacyandtheknowledgesheterogeneityaboutwritinginbrazilandfrance AT torresdasilvanayannenayara laalfabetizacionylaheterogeneidaddelconocimientosobrelaescrituraenbrasilyenfrancia AT borgescorreiadealbuquerqueeliana laalfabetizacionylaheterogeneidaddelconocimientosobrelaescrituraenbrasilyenfrancia AT torresdasilvanayannenayara aalfabetizacaoeaheterogeneidadedeconhecimentossobreaescritanobrasilenafranca AT borgescorreiadealbuquerqueeliana aalfabetizacaoeaheterogeneidadedeconhecimentossobreaescritanobrasilenafranca |
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oai:periodicos.ufrn.br:article-251132021-09-27T12:00:43Z Literacy and the knowledge’s heterogeneity about writing in Brazil and France La alfabetización y la heterogeneidad del conocimiento sobre la escritura en Brasil y en Francia A alfabetização e a heterogeneidade de conhecimentos sobre a escrita no Brasil e na França Torres da Silva, Nayanne Nayara Borges Correia de Albuquerque, Eliana Alfabetização Heterogeneidade Ensino Aprendizagem Literacy Heterogeneity Teaching Learning Alfabetización Heterogeneidad Enseñanza Aprendizaje This investigation analyzed the practices of first-year elementary school teachers’ in Brazil and France in meeting the knowledge’s heterogeneity on students' alphabetical writing, as well as the different levels of appropriation of the writing system of both classes at the beginning and end of the school year. The methodological procedures involved observations and interviews carried out with the teachers, diagnoses of writing words, applied to Brazilian students, and the analysis of the French students’ class notebooks. The investigation data, treated by means of thematic content analysis, showed significant differences in the learning of Brazilian and French students, related, among other things, to the way the teachers dealt with the different knowledge of the children in regards to the appropriation of alphabetic writing knowledge. The Brazilian teacher had more difficulties in evaluating the knowledge of her students and dealing with the heterogeneity of her class. La presente investigación analizó las prácticas de profesoras del primer año de Educación Primaria en Brasil y Francia en el assistência de la heterogeneidad de conocimientos sobre la escritura alfabética de los estudiantes, así como los diferentes niveles de apropiación del sistema de escritura de ambas clases al comienzo y al final del año escolar. Los procedimientos metodológicos incluyeron observaciones y entrevistas, realizadas con las profesoras, diagnósticos de escritura de palabras, aplicados a los estudiantes brasileños, y el análisis de los cuadernos de clase de los aprendices franceses. Los datos de la investigación, tratados por medio del análisis temático de contenido, evidenciaron las diferencias significativas en el aprendizaje de los estudiantes brasileños y franceses, relacionadas, entre otras cosas, con la forma como los docentes lidiaban con los diferentes conocimientos de los niños en lo que se refiere a la apropiación de la escritura alfabética. La profesora brasileña tenía más dificultades para evaluar los conocimientos de sus alumnos y tratar la heterogeneidad de su clase. A presente investigação analisou as práticas de professoras do 1º ano do Ensino Fundamental do Brasil e da França no atendimento à heterogeneidade de conhecimentos sobre a escrita alfabética dos alunos, assim como os diferentes níveis de apropriação do sistema de escrita das crianças de ambas as turmas ao início e final do ano letivo. Os procedimentos metodológicos envolveram observações e entrevistas, realizadas com as professoras, diagnoses de escrita de palavras, aplicadas aos alunos brasileiros, e a análise dos cadernos de classe dos aprendizes franceses. Os dados da investigação, tratados por meio da análise temática de conteúdo, evidenciaram diferenças significativas nas aprendizagens dos alunos brasileiros e franceses, relacionadas, entre outras coisas, à forma como as docentes lidavam com os diferentes conhecimentos das crianças no que se refere à apropriação da escrita alfabética. A professora brasileira tinha mais dificuldades para avaliar os conhecimentos dos seus alunos e tratar a heterogeneidade da sua classe. Portal de Periódicos Eletrônicos da UFRN 2021-09-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/25113 Revista Educação em Questão; v. 59 n. 61 (2021): jul./set. 2021 1981-1802 0102-7735 10.21680/1981-1802.2021v59n61 por eng https://periodicos.ufrn.br/educacaoemquestao/article/view/25113/14808 https://periodicos.ufrn.br/educacaoemquestao/article/view/25113/14809 Copyright (c) 2021 Revista Educação em Questão |