Construção dos conteúdos para o primeiro ano do Ensino Fundamental de nove anos a partir da base de conhecimento sobre a língua materna de professoras em exercício e de propostas governamentais
Silva, Danitza Dianderas da
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This dissertation integrates the Teaching and learning processes in different contexts research line, that investigates the development and appropriation of knowledge in pedagogical processes and in education, specifically to what is related to the performance of the processes of teaching and learning of mother language contents for six years old children, as well as to what is related to the curricular reforms of the educational politics has been establishing on the specific contents of mother language to the new context of the nine years Basic Education, specifically related to the first year. For that, we search to investigate Which contents of mother language should be inserted in the education of first year s children of the nine years Basic Education, from the perception of teachers and the governmental proposals? , having as objective to identify and analyze, in the public politics, since the 80 s, the specifics contents of mother language to be taught to six years old children. And also, by means of a formation course of revision of specific contents of the language, to identify next to the participant teachers, which were the relevant contents to be worked in the first year of the nine years Basic Education. In order to the objectives were accomplished, we have made in a first stage interviews with ten public and particular net teachers from the city of São Carlos SP, that have yet taught six year s old children classes, questioning about the contents that should be taught to them. In a second stage, having the collaborative methodology as focus, we ve shown these data to five teachers, also for the public and particular net teachers of the same city, that started to be part of a discussion group concerning about the contents for the first year, in order to discourse on the same matter, on the governmental proposes and the different aspects of mother language. We can verify in the investigation that these teachers used to teach a bigger number of mother language contents that the official documents considered to be taught. The emphasis of these teachers works was based: in the different literal sorts; in the daily reading performed by them and their pupils; in the production of verbal and/or written texts by each pupil individually and/or in the collective production with all of the room.