Sandra Patrícia Ataíde Ferreira

Compreensão de leitura: Estratégias de tomar notas e da imagem mental

The aim was to verify and compare the effect of strategies at Note-Taking and Mental Image training on reading comprehension among children from eight to 14 years old with difficulty in this area, from public and private schools. Firstly, they were classified in Groups of Little and Much Comprehension Difficulty (DG1 and DG2) and distributed in three groups: two experimental groups (EG1 and EG2) and a control group (CG). Then the EG1 performed the activity of Taking Notes and the EG2, the strategy of the Mental Image. The CG did not receive any training, but accomplished the same task as the experimental groups. The results demonstrate a performance significantly better of the EG1 than EG2 and CG. It was verified that DG1 progressed more on inferential subjects than DG2. Public school children succeeded the most. Both strategies caused the emergency of answers to the inferential and literal subjects.

Julgamento moral: estudo comparativo entre crianças institucionalizadas e crianças de comunidade de baixa renda com relação à emergência do sentimento de culpa

Guilt, an important affective aspect of moral development, has been used as one of its principal measures. In children, guilt perfects gradually being influe...

A escola e o ensino da leitura

The access to the reading process comes as one of the various challenges to school and, perhaps, as the highly regarded and most claimed one by society. In the present article, what is firstly discussed is the need to propose students reading activities in which they can realise the idea that the meaning of the text to be built depends on the objectives and on the readers questions, as well as on the nature of the text and its macro and super structure. Besides, as insisted by Sole, it is important and essential those children learn how to use the reading strategies used by the experienced reader, so that they also become efficient and independent readers. Then, carrying on with some empirical evidences, comprehension strategies are dealt with as well as the place they occupy in the reading learning process.

A leitura, a produção de sentidos e o processo inferencial

In texts sense production the reader plays an active role, being the inferences an important cognitive process during this activity. It is believed, therefore, that reading comprehension is not guided, just, by the graphic marks of the text, but, above all, by what those marks have to say and by the way the reader apprehends and interprets the intention passed by the author. It is also believed that this interpretation happens at the reader/author interaction moment, generating senses that vary according to the reader and the nature of such interaction.

A afetividade na relação professor-aluno e suas implicações na aprendizagem, em contexto universitário

O presente trabalho teve por objetivo investigar como a postura do professor, em sala de aula, tem implicacoes sobre a experiencia de aprendizagem positiva de estudantes universitarios, em uma turma do 1° periodo e outra do 3° periodo do curso de Graduacao em Pedagogia, de uma universidade publica situada na cidade de Recife-PE. Para tanto, foram realizadas quatro observacoes em cada uma das turmas investigadas e entrevistas semiestruturadas com quatro professores e oito alunos, sendo quatro de cada turma. Foi realizada uma analise qualitativa e os dados foram sistematizados em dois temas, a saber: (i) Postura do professor em sala de aula e a experiencia de aprendizagem do aluno; (ii) Aspectos positivos e negativos na relacao afetiva entre professor-aluno em sala de aula. Os resultados apontaram que quando os professores e alunos contribuem para uma relacao afetiva positiva, isso implica em uma experiencia de aprendizagem favoravel.

Leitor e leituras: considerações sobre gêneros textuais e construção de sentidos

The present paper emphasizes reading as an activity of meaning construction which implies the dynamic relationship between reader and text. First we present the idea that reading varies accord to the reader and his aims. The reader can concept it as a cognitive- affective activity and a social practice. Later we discuss the text concepts, context and textual types, with the focus in the idea the meaning is constituted in the dialectic relationship among author/text/reader/context. This relationship is which offers many meaning and at the same time, gives limits to the possibilities of the variations and also determines the game of the implicit and the explicit.The present paper emphasizes reading as an activity of meaning construction which implies the dynamic relationship between reader and text. First we present the idea that reading varies accord to the reader and his aims. The reader can concept it as a cognitive- affective activity and a social practice. Later we discuss the text concepts, context and textual types, with the focus in the idea the meaning is constituted in the dialectic relationship among author/text/reader/context. This relationship is which offers many meaning and at the same time, gives limits to the possibilities of the variations and also determines the game of the implicit and the explicit.

O papel da linguagem do pesquisador na construção da compreensão de um texto

No presente artigo, discute-se o papel da linguagem do pesquisador dentro da perspectiva socio-interacionista, contestando-se o pressuposto de neutralidade tradicionalmente a ela atribuido. Visa-se verificar a interferencia das intervencoes verbais de uma pesquisadora sobre a construcao da compreensao textual de uma crianca de dez anos de idade, que frequentava a 4a serie do Ensino Fundamental de uma escola privada do Recife. A atividade de compreensao textual era composta de uma narrativa acompanhada de sete perguntas. A crianca lia a narrativa e respondia oralmente as perguntas realizadas pela pesquisadora. A partir de uma analise qualitativa de uma sequencia de dialogo, verificou-se que os movimentos discursivos permitiram, por um lado, a fuga do roteiro previamente estabelecido pela pesquisadora e, por outro, e mais importante, a mudanca qualitativa na representacao textual inicialmente construida pela crianca.

A tomada de consciência analisada a partir do conceito de divisão:Um Estudo de Caso

This study aimed to illustrate the grasp of consciousness through the concept of division. A male child, aged 6 years and 4 months, learning the basics of the language at a private school in Recife, was interviewed and requested to represent a problem. A qualitative analysis was carried out observing 5 moments of grasp of consciousness: 1) the absence of consciousness of the totality of all the elements; 2) the consideration of the totality of all elements, without being conscious of the others; 3) the appearance of cognitive conflict as a means to enable the consciousness of the relationship between the terms; 4) resolution of the conflict by a pre-existing cognitive scheme - the absence of consciousness of the rest; 5) the representation of the term rest, without the consciousness of its relationship with the others. The results showed the building of different degrees of grasp of consciousness of division, enabled by the examineris interventions and by the presence of referents in this statement, beyond the reach of the grasp of consciousness.

Adoção Tardia: Produção de Sentidos Acerca da Paternagem e Filiação em uma Família Homoafetiva

This study aimed to investigate the production of senses between parents and adopted children about fatherhood and affi liation. A homosexual family composed of two fathers and two children who were late adopted at the ages of 6 and 7 years, took part in the study. Interviews were recorded and the analysis was based on the search of the meaning cores proposed by Aguiar and Ozella (2006). The results indicate that the meaning to be a father is related with the self-renunciation in favor of the child’s interests, and the commitment to speak the truth to the children. It also means assuming the role and position of a father in the household, but whenever necessary, they assume the mother’s place. These roles are perceived as complementary and important in the keeping of the child’s physical and emotional development. The affi liation sense produced by the adopted child for this homosexual couple is one of being chosen and loved.

Concepções de desenvolvimento, aprendizagem e leitura na proposta do PNAIC

Partindo da hipotese Vigotskiana de que o desenvolvimento humano e promovido pelo nexo entre as funcoes psicologicas, objetivaram-se (i) apreender as concepcoes de desenvolvimento humano e de aprendizagem que fundamentam o PNAIC, (ii) analisar a concepcao de ensino e aprendizagem da leitura presente na proposta de alfabetizacao formulada no documento do PNAIC. Realizou-se uma analise documental dos Cadernos de Apresentacao e dos Cadernos das Unidades 1 e 2 (2012) referentes ao 1o ano do Ensino Fundamental na perspectiva dos Nucleos de Significacao, com foco no eixo da leitura. Os resultados indicaram que o PNAIC se sustenta na nocao de que o desenvolvimento se antecipa ao aprendizado da lingua e que a aprendizagem da leitura nao e claramente articulada ao ensino.