Cópia e ditado: vilões ou aliados? como a cópia e o ditado têm sido retratados em pesquisas acerca do seu papel no ensino e na aprendizagem da leitura e da escrita?

De Wikincat
Revisão de 17h55min de 7 de outubro de 2024 por Beatriz.borges (discussão | contribs) (Criou página com '{{BibRecord |dateEnteredOnFile=241007 |itemType=04 |recordStatus=n |typeOfRecord=a |bibliographicLevel=m |encodingLevel=  |descriptiveCatalogingForm=a |multipartResourceRecordLevel=  |typeOfDate=s |date1=2024 |placeOfPublication=scb |illustrations=a |targetAudience=g |formOfItem=  |natureOfContents=m |governmentPublication=  |conferencePublication=  |festschrift=  |index=  |literaryForm=  |biography=  |language=por |modifiedRecord=  |catalogingSource=d }} {{Fie...')
(dif) ← Edição anterior | Revisão atual (dif) | Versão posterior → (dif)
Ir para navegação Ir para pesquisar


Título principal
Cópia e ditado [recurso eletrônico] : vilões ou aliados? como a cópia e o ditado têm sido retratados em pesquisas acerca do seu papel no ensino e na aprendizagem da leitura e da escrita? / Pâmela Lopes Vicari ; orientador, Ana Cláudia de Souza
Data de publicação

Descrição física
93 p. : il.
Nota
Disponível somente em versão on-line.
Dissertação (mestrado) – Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Linguística, Florianópolis, 2024.
Inclui referências.
Assunto
Linguística
Cópia
Ditado
Leitura
Escrita
Aprendizagem
Responsabilidade

Souza, Ana Cláudia de
Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Linguística
Idioma
Português
Clique no link ao lado para acessar Versão integral em pdf
Abstract: This study has as its research object two school activities usually applied in classrooms for the teaching of reading and writing: copying and dictation. The application of both tasks has been the target of criticism that qualifies them as mechanical. However, these are activities that continue to be present in Brazilian classrooms. In view of this, we propose to develop research in order to answer the following question: What does the evidence present in the academic-scientific literature reveal about the use of text copying and dictation tasks in school pedagogical practices in Brazil? From this question, our goals are: a) to map the studies that deal with copying and dictation in the context of national education; b) to seek clues about how copying and dictation have been conceived and used in classrooms; and c) to identify which perspectives Brazilian researchers direct on the teaching and learning of reading through copying and dictation. To achieve our objectives, we chose the systematic review as a research method, whose data source is the literature itself. This is, therefore, bibliographic research. Data collection was carried out on the Capes Journal Portal, the Capes Thesis and Dissertation Catalog and the Brazilian Digital Library of Theses and Dissertations (BDTD), based on fourteen combinations of descriptors, in June 2022 and February 2023. The selection of texts was based on the inclusion and exclusion criteria previously elaborated, according to our objectives, resulting in a corpus composed of 14 studies. The review maps the studies, describing characteristics about who speaks of copying and dictation, their place and time, and under which methodologies the activities are investigated. The studies were analyzed in four categories: 1) publication date; scientific area; research location; authorship; 2) method and results; 3) researchers' perspectives on copying and dictation tasks; 4) indications of the conception of these tasks in the school field. In the first category, it was observed that the temporal scope of the studies spans 16 years, from 2002 to 2018; Education is the most researched area regarding copying and dictation; federal public education institutions stand out; authors did not maintain projects on the subject. The second category revealed information about the method and results of the studies. Field research was the most employed. The third category identified that researchers perceive copying and dictation as mechanistic, repetitive, and even burdensome tasks. In the fourth category, indications of how tasks are employed in schools were observed, suggesting a decontextualized use, with dictation focused on verifying the correct spelling of words and copying as a means of fixing correct writing. It was noted that the conception of these tasks varies over time, with a mechanical understanding, even questioning the learning these tasks may generate. Of the analyzed studies, only one focused on researching the effects of these practices on reading skills learning; the others discussed the tasks from qualitative approaches, raising questions about their use in school pedagogical practices. The results suggest that copying and dictation may be condemned without adequate research on their characteristics, whether potentials or weaknesses, related to reading and writing teaching and learning. In conclusion, we argue that copying and dictation tasks deserve to be objects of study that analyze them regarding their possible productive and active uses and their effects, without assuming from the outset that the activities lack significance in reading and writing learning.

Disponível em “https://wikincat.org/w/index.php?title=B000106&oldid=4666”