SOUSA, Maria do Rosário Linhares de.
Resumo:
This monograph addresses the teacher-student interaction in the acquisition process
reading and writing, starting from the following question: how the relationship
teacher-student interferes in the learning process of reading children from the
2nd year of elementary school. To answer this question
formulate the following objectives: To analyze relevant aspects of
learning made possible by different forms of interaction and dialogue; identify
difficulties existing in the teacher-student relationship that favor or hinder the
teaching-learning process, in addition, to observe how the process of
development of children, can be transformed by interactions and relationships
teaching within the classroom. This research presents a
contextualization of the assimilation of reading in the classroom environment,
to the fact that interpersonal relationships can immediately affect the
so desired acquisition of reading. Therefore, as theoretical assumptions,
we list: Alonso (2003); Barbosa (2004); Neto (1994); Ferreiro (1992); Lemle
(1987); Terzi (1995) who work with the theme. This research was carried out
with five students from the 2nd year of elementary school in a public school in the
city of Jerico / PB. Thus, this study is divided into three chapters, which
the first presents a brief theoretical discussion on the importance of reading. The
The second addresses Methodological Procedures based on the importance of
researcher-subject relationship and data collection instruments. Finally, in the
third chapter we bring the results of the research that reveal the points
negatives and positives regarding the teaching of reading, providing clues to
we change the mechanical / decoding reading into reflective / critical. That is why,
we ended our approaches by pointing out the importance of the teacher-teacher relationship
student so that the learning of reading gains new meaning independent of the
situational contexts, inside or outside the school.
