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情報通信技術が普及した現代社会の諸特徴及び諸課題についての認識は、情報倫理学の教育と研究に不可欠な要素である。加えて、情報倫理学の規範や理論だけでなく、それらが機能する社会的文脈の理解が、研究者には必要である。このような理解が重要である事例として、本稿では不確実性の増大、道徳の機能不全、倫理の普遍性をめぐる問題という三つの論点を検討する。ただし、情報倫理学の視点のみに依拠して、これらの課題を深く論じることは困難である。社会リテラシーと呼ばれる、社会的文脈についての認識と理解もまた、重要である。継続的に発生する新たな情報の影響下で、社会と人々が絶えず自己言及的に変化することを、アンソニー・ギデンズは再帰的近代化と名づけた。再帰的近代化論は、現代社会の諸特徴及び諸課題を、その社会的文脈との関連で記述する。情報倫理学の教育と研究のための社会リテラシーとして、この理論を活用する可能性を示すことが、本稿の狙いである。, An awareness of the characters and issues of a contemporary society with widespread of information and communication technology are inevitable elements of education and research on information ethics. Besides, researchers not only need norms and theories but also an understanding of the social contexts where they function. This study considers three aspects, increased uncertainty, the malfunction of morals, and the problems of universality of ethics as case studies demonstrating the importance of this understanding. However, an in-depth discussion of these issues by only the lens of information ethics is difficult. The awareness and understanding of their social contexts, called social literacy, are also important. Society and people change constantly and self-referentially under the influence of constantly created new information, which Anthony Giddens named reflexive modernization. This study seeks to show the possibility of using reflexive modernization theory, which describes the characters and issues of a contemporary society in relation to its social contexts, as the social literacy for education and research on information ethics., 萩原優騎: 東京海洋大学学術研究院海洋政策文化学部門, Yuki HAGIWARA: Department of Marine Policy and Culture, Tokyo University of Marine Science and Technology (TUMSAT)

This thesis deals with the implementation of Health Education in the school curriculum of a church school. The aim of the thesis is to map the current relevance of Health Education, its importance and interdependence in the formal and informal curriculum of St. Augustine's schools - kindergarten, primary school and high school. The theoretical part contains basic information about the educational field of Man and Health, the educational field of Health Education and the didactic transformation of the school curriculum into educational reality. Another part is dedicated to the introduction of Augustinian schools, Augustinian pedagogy and important documents of the school. The final part explains the implementation of Education for Health in the school curricula of the kindergarten, primary school, and St. Augustine's Gymnasium. The aim of the practical part is to find out, through a questionnaire survey among pedagogical and non-teaching staff and parents of children, pupils and students of Augustinian schools, what their awareness of the content of Health Education is, how they perceive its importance and evaluate the implementation of Health Education in schools. The survey includes a semi-structured interview with the headmaster of the school, who is also a teacher and a class teacher, as well as...

The present article discusses a literacy proposal developed in PIBID, Portuguese language degree, from an ethnographic perspective. The description and reflection of the scholarship holders' experiences stand out in a double process: the first concerns the formation of the reader-scholarship holder (re) constructed through the autobiographical narrative and the second refers to the construction of the teaching practice in the process of development of the literacy proposal at school. Educational Ethnography (ERICKSON, 1986; 1984), articulated to social approaches to working with literacies - New Literacy Studies (STREET, 2014), constitutes the theoretical and methodological support of this study; Pedagogy of Multiliteracies (LNG, 1996; ROJO, 2012) and Pedagogy of Transmedia (PEREIRA & GOMES, 2019). The results presented reveal the need to face the problems of (non) literacies without hiding the local reality of social inequality in many public schools in the country and confirm the theoretical and methodological approach of Educational Ethnography as a way to work with reading . They also reveal that the use of technologies, including digital, can be a solution to offer students access to literary works. O presente artigo discute uma proposta de letramento desenvolvida no PIBID, área de Letras/Português, a partir de um olhar etnográfico. Destacam-se a descrição e a reflexão das experiências dos bolsistas em um duplo processo: o primeiro diz respeito à formação do leitor-bolsista (re) construída por meio da narrativa autobiográfica e o segundo refere-se à construção da prática docente no processo de desenvolvimento da proposta de letramento na escola. Constituem-se como suporte teórico-metodológico deste estudo a Etnografia Educacional (ERICKSON, 1986; 1984) articulada a abordagens sociais para o trabalho com os letramentos – Novos Estudos do Letramento (STREET, 2014); Pedagogia dos Multiletramentos (GNL, 1996; ROJO, 2012) e Pedagogia Transmídia (PEREIRA & GOMES, 2019). Os resultados apresentados nos revelam a necessidade de enfrentamento dos problemas dos (não) letramentos sem ocultar a realidade local de desigualdade social de muitas das escolas públicas do país e confirmam a abordagem teórico-metodológica da Etnografia Educacional como um caminho para o trabalho com a leitura. Revelam ainda que o uso das tecnologias, incluindo a digital, pode ser uma solução para oferecer aos alunos acesso às obras literárias.

Capitulo 2 - MIL Cities and MIL Citizens: Informed, Engaged, Empowered by Media and Information Literacy (MIL). This study applies the new social change theory called Media and Information Literacy Expansion (MILx ), as developed by Grizzle and Hamada (2019), to the UNESCO Media and Information Literacy (MIL) Cities framework (UNESCO, 2019). MILx considers MIL competencies, acquisition, and application by individuals, groups, and institutions simultaneously. MILx also models the potential multiplier outcomes of this approach when MIL is integrated with other social competences. MILX proposes that we cannot reach optimal social value proposition, value enhancement, and value expansion if MIL interventions only focus on individuals. The study also explores the likely positive changes in outcomes when MILX is united with emotional competencies as another variable in the model. Specifically, this paper focuses on MILX incorporating “emotional literacy” (Singh & Duraiappah, 2020) and the interaction that occurs in the selected target group of children and youth, their peers, their families, and the institutions with which they engage. A practical design of MILX demonstrates how MIL can correspond with efforts to counter disinformation and misinformation with deeper changes in mindset (Cinzia et al., 2015). It theorizes how, with MILX, emotional communication through art creates a synergistic effect on individuals, groups, and institutions. Art is widely used for psychological therapy because it can identify relationships between physical and psychological states. We used an art-based research methodology to theorize communication from the individual to society based on empirical analysis. Data from youth and children’s responses to the 2011 tsunami catastrophe area in Ishinomaki, Japan, were analyzed in this context. Further research is required to strengthen the findings to actualize the strong emotional dimensions that exist in people’s engagement in the information ecology toward and beyond the 2030 Agenda for Sustainable Development Goals

Professor Magda Soares discusses the concepts of reading acquisition and social literacy, stating that the learning of the writing system must occur simultaneously with the learning of the social uses of that system, what the researcher calls “alfaletrar”. In the same sense, Soares addresses the issue of theories and practices aimed at reading acquisition, she explains that there should not be a single method to be followed and criticizes the National Literacy Plan (PNA), which specifically recommends the phonic method. Magda Soares addresses the theory of Psychogenesis of written language, developed by Ferreiro and Teberosky (1986), presenting evidence of all stages that make up this theory through examples produced by students in the process of reading acquisition. The teacher evidences in her speech the attempt to articulate Linguistics and Education. A professora Magda Soares discute as concepções de alfabetização e letramento, afirmando que a aprendizagem do sistema de escrita deve ocorrer contemporaneamente à aprendizagem dos usos sociais desse sistema, o que a pesquisadora chama de “alfaletrar”. Nesse mesmo sentido, Soares aborda a questão das teorias e práticas voltadas à alfabetização, explica que não deve haver um único método a ser seguido e critica o Plano Nacional de Alfabetização (PNA), que recomenda, especificamente, o método fônico. Magda Soares aborda a teoria da Psicogênese da língua escrita, desenvolvida por Ferreiro e Teberosky (1986), apresentando evidências de todos os estágios que compõem essa teoria através de exemplos produzidos por alunos em processo de alfabetização. A professora evidencia em sua fala a tentativa de articulação entre a Linguística e a Educação.

All human activities are motivated by reasons linked to the needs of everyday life, this is, no individual performs actions that do not make sense for his/her existence, therefore, any teaching activity is inconsistent, among them, the teaching of writing, with no connection with the daily lives of students. An effective way to unite school practices with the student’s real world is to develop pedagogical actions capable of modifying the environment in which he/she resides. In this sense, it is advisable to think about initiatives linked to the social exercise of citizenship, similar to what was done in the present work, in which the main objective was to analyze the teaching-learning process of written production of the letter of denunciation, the object of the answer of 9th grade students from a school in the municipal system of João Pessoa-PB to a social problem that affects them. Our theoretical framework was, among others, the following authors: Bakhtin (1997) and Marcuschi (2008), in relation to discursive genres; Geraldi (2011) and Travaglia (2009), about language concepts; Antunes (2003) and Koch (2017b), about writing and its teaching; Kleiman (1995) and Street (2014), regarding social literacy; Motta (2013) and Nascimento (2007), concerning the letter genre; Lauria (2011) and Leite, Silva and Fonseca (2017), about the letter of denunciation; and Dolz et al. (2011), regarding Didactic Sequences. The research has an applied and interventional natures, therefore, it fits the category of action research. The corpus of the analysis is composed of 10 productions, initially written and later rewritten by students of the 9th grade of elementary school at a school located in the city of João Pessoa. Following the guidelines expressed in the Didactic Sequences, we first presented the situation, from which the students identified and chose a social disorder in the community to be reported to the competent body. After certain activities focused on discursive aspects of the textual genre, the first production was written, from which we elaborated the interventional work focused on the thematic content, the compositional structure and the linguistic style of the letter of denunciation. After carrying out the analytical process, comparing the initial and final productions, we found advances in students’ writing, from which we concluded that the teaching of writing, through the Didactic Sequences by Dolz et al. (2011), associated with social actions of citizenship, is capable of generating satisfactory results. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Todas as atividades humanas são motivadas por razões atreladas às necessidades da vida cotidiana, ou seja, nenhum indivíduo realiza ações que não façam sentido à sua existência, por isso, é incoerente qualquer atividade docente, entre elas, o ensino de escrita, sem vínculo com o dia a dia dos discentes. Um meio eficaz de unir as práticas escolares ao mundo real do aluno é desenvolver ações pedagógicas capazes de modificar o ambiente em que este reside. Nesse sentido, convém que se pensem em iniciativas atreladas ao exercício social de cidadania, a exemplo do que foi realizado no presente trabalho, no qual o principal objetivo foi analisar o processo de ensino-aprendizagem de produção escrita do gênero carta de denúncia, objeto da resposta dos alunos do 9° ano do Ensino Fundamental de uma escola da rede municipal de João Pessoa-PB a um problema social que os atinge. Nosso referencial teórico foram, entre outros, os seguintes autores: Bakhtin (1997) e Marcuschi (2008), em relação aos gêneros discursivos; Geraldi (2011) e Travaglia (2009), sobre as concepções de linguagem; Antunes (2003) e Koch (2017b), acerca da escrita e seu ensino; Kleiman (1995) e Street (2014), a respeito do letramento social; Motta (2013) e Nascimento (2007), concernente ao gênero carta; Lauria (2011) e Leite, Silva e Fonseca (2017), sobre a carta de denúncia; e Dolz et al. (2011), a respeito das Sequências Didáticas. A pesquisa é de natureza aplicada, de cunho interventivo, portanto, adequa-se à categoria de pesquisa-ação. O corpus da análise é composto por 10 produções, inicialmente escritas e posteriormente reescritas por alunos do 9° ano do Ensino Fundamental de uma escola localizada na cidade de João Pessoa. Seguindo as orientações expressas nas Sequências Didáticas, realizamos primeiramente a apresentação da situação, a partir da qual os discentes identificaram e escolheram um transtorno social da comunidade a ser denunciado a órgão competente. Após certas atividades voltadas para aspectos discursivos do gênero, foi escrita a primeira produção, a partir da qual elaboramos o trabalho interventivo voltado para o conteúdo temático, a estrutura composicional e o estilo linguístico do gênero carta de denúncia. Após realizarmos o processo analítico, comparando as produções inicial e final, constatamos avanços na escrita dos alunos, a partir dos quais concluímos que o ensino de escrita, por meio das Sequências Didáticas de Dolz et al. (2011), associadas a ações sociais de cidadania, é capaz de gerar resultados satisfatórios.

This article outlines spiritual care as the foundation for a child’s religious education. The elements of spiritual care are described by identifying how God concepts form in the young, by naming children’s inherent spiritual needs, by offering perspectives from human spirituality research over the last 60 years, particularly as it applies to children, by analyzing the way meaning forms through experience as it finds its way into worldviews each of us holds by early adolescence, and finally, by depicting four types of literacy (cognitive, emotional, imaginative and social) at the basis of spiritual care and as the groundwork for a child’s future development within various religious traditions. The purpose of spiritual care is to focus on the humanity of children and to situate their education within a framework built on their spiritual needs. This article is deeply embedded in assumptions associated with the Christian tradition. However, a fundamental assumption of spirituality research is that every person is spiritual. As a result, the intention to educate the human spirit as a first step to initiating children into a faith tradition is well founded, it also raises the possibility of spiritual care as undergirding secular education, but that question is beyond this article’s purview. The intention is to spark a conversation among religious traditions as one way to meet the deepest spiritual needs of children, which is an urgent dialogue to engage in at present. If French philosopher Jean Baudrillard was correct, the age we are living in is well described as a revolution of confusion. A response to confusion requires the spiritual needs of children and creating a broad theoretical and practical approach to how they think and act, as they move into a tradition that they take on board, along with their developed capacity to reflect on that tradition from personal and socially informed perspectives.

For today´s children it is common to live in two places at once - in the off-line environment of the classroom and in the online world of social networks. The movement in both places requires an individual to abound with certain abilities and skills. At the same time, the individuals in both places - online and offline, encounter with some dangers - in the social media case it can be considered addictive behaviour. The question is whether the abilities and skills that the individual uses in the real world and which affect his position in the classroom may be somehow related to the emergence and development of addictive behaviour on social networks. The aim of the theoretical part is to inform readers about the problematic of addictive behaviour on social networks, to explain the importance of social contact and outline the connection between online and offline environments. The practical part contains the research, which is aimed to find out, if there are any correlations between addictive behaviour on social networks, social literacy and social status of pupils.

The theoretical part of this work defines beside the term of social literacy the concepts connected with social literacy and includes topics connected with social literacy and social climate. The practical part presents the ways of creating an optimal social climate and the ways of developing social literacy in the observed preschool.

The aim of this article is to share the results of the Master dissertation around the representations of basic literacy and literacy from elementary teachers of Maria de Lourdes Castro School. This study approach is a qualitative case study methodology, the data were collected through interviews with five teachers of elementary school, Maria de Lourdes Castro School, they were selected due to accessibility of the researcher. The data collected were analyzed by the categories which had emerged in the theoretical reference of basic literacy and social literacy. As the result, it was realized that the teachers have almost the same idea of basic literacy and literacy; the literacy is very close to the conception of apprehension of the language code. So, it was verified that there is a need for a continuous education to deepen the knowledge about basic literacy and literacy, that conclusion is also supported by the answers of the interviewed teachers. En este artículo, tenemos como objetivo compartir los resultados de la investigación de maestría sobre las representaciones de alfabetización y literacia que profesores de la Enseñanza Fundamental I, de la EMEF Maria de Lourdes Ramos Castro, poseen. Este estudio se caracterizó como un estudio de caso, de abordaje cualitativo, y la recolección de datos fue realizada por medio de entrevista con cuestiones semiestructuradas con 5 profesoras de la Enseñanza Fundamental I, seleccionadas en la EMEF Maria de Lourdes Ramos Castro, por criterio de accesibilidad de la investigadora. Los datos recolectados fueron analizados por medio de las categorías emergidas en el referencial teórico sobre alfabetización y letra social. Como resultado, podemos percibir que las profesoras representan la alfabetización y la literacia de modo muy similar, estando la concepción de literacia muy cercana a una concepción de proceso de aprehensión del código de la lengua. Con esto, verificamos que hay necesidad de proposición de una formación continuada para profundizar los conocimientos sobre alfabetización y literacia, conclusión que se sustenta también en las respuestas dadas por las profesoras entrevistadas. Neste artigo, temos como objetivo compartilhar os resultados da pesquisa de mestrado acerca das representações de alfabetização e letramento que professores do Ensino Fundamental I, da EMEF Maria de Lourdes Ramos Castro, possuem. Este estudo caracterizou-se como um estudo de caso, de abordagem qualitativa, e a coleta de dados foi realizada por meio de entrevista com questões semiestruturadas com 5 professoras do Ensino Fundamental I, selecionadas na EMEF Maria de Lourdes Ramos Castro, por critério de acessibilidade da pesquisadora. Os dados coletados foram analisados por meio das categorias emergidas no referencial teórico sobre alfabetização e letramento social. Como resultado, podemos perceber que as professoras representam a alfabetização e o letramento de modo muito semelhante, estando o letramento muito próximo de uma concepção de processo de apreensão do código da língua. Com isto, verificamos que há necessidade de proposição de uma formação continuada para aprofundar os conhecimentos sobre alfabetização e letramento, conclusão que se sustenta também nas respostas dadas pelas professoras entrevistadas.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES This report aims at the presentation of a pedagogical book for Portuguese teachers which aims to promote social literacy using texts that encourage reflection and debate about discourses of citizenship and the multiple violences present in the school space, as well as to assist the development of students' communicative competence through the association between language, text and social context. The theoretical conceptions discussed here are based on the concept of discourse as the moment of social practices, Fairclough (2008); in literacy studies that understand it as social practices involving reading and writing and its consequences for society, Street (2003,2014); Kleiman (2008); Rojo (2009), as well as in reading and writing studies as discursive practices inseparable from the contexts in which they are developed, Kleiman (2008). The elaboration of the product had as research field an educational unit that is part of the public schools of Sergipe/Brazil, located in a peripheral district of the capital, and as target group, the 6th year of elementary school. This research fits the universe of educational action research, Tripp (2005), and collaborative research, the results obtained led to self-reflection of the teacher and students about education, about the social practices of that community and led to the planning of actions, from the practices of reading and writing, which will influence the daily life in and out of school. Este relatório visa à apresentação de um caderno pedagógico para professores de língua portuguesa, o qual objetiva a promoção do letramento social utilizando-se de textos que propiciem a reflexão e o debate acerca dos discursos de cidadania e de violência presentes no espaço escolar, bem como auxiliar o desenvolvimento da competência comunicativa dos estudantes por meio da associação entre língua, texto e contexto social. As concepções teóricas aqui abordadas apoiam-se no conceito de discurso como o momento das práticas sociais, Fairclough (2008); nos estudos sobre letramento que o entendem como práticas sociais que envolvem leitura e escrita e a suas consequências para a sociedade, Street (2003,2014); Kleiman (2008); Rojo (2009), como também nos estudos de leitura e escrita como práticas discursivas inseparáveis dos contextos em que se desenvolvem, Kleiman (2008). A elaboração do produto teve como campo de pesquisa uma unidade educacional integrante da rede pública de Sergipe, situada em um bairro periférico da capital, e como turma-alvo, o 6º ano do ensino fundamental. Esta pesquisa enquadra-se no universo da pesquisa-ação educacional, Tripp (2005), e da pesquisa-colaborativa, os resultados obtidos conduziram à autorreflexão do professor e dos estudantes sobre a educação, sobre as práticas sociais daquela comunidade e acarretaram no planejamento de ações, a partir das práticas de leitura e escrita, que influenciarão o cotidiano dentro e fora da escola. São Cristóvão, SE

Inclusion of mobile phone devices as part of pedagogical actions in classroom, promoting digital inclusion in teaching/learning process, is the object of analysis of this study. This has been applied in six different classes of first cycle of Educação de Jovens e Adultos – EJA (Youth and Adult Education) of public school from Boa Vista – PB. Grounded on the pedagogical theory from Paulo Freire, this is a qualitative research, also based on applied linguistics beyond digital culture and teaching. The theory of this study is based on the liberating bases of popular education and it has been sought contributions in studies on both digital technologies and information, beyond multiliteracy, creating a dialogue between researchers from several fields of knowledge, such Freire (2011) Kleiman (2005), André (2008), Alves (1991), Gonsalves (2001), Gil (2002), Kenski (2012) Rojo (2012), aiming to compose a favorable scenario to the construction of writing and the inclusion of digital technologies in the EJA. The methodologies used the following procedures: Observation of participant members; Planning of pedagogical actions; Interventions in reading; Construction of both alphabetical writing and digital literacy in EJA classes. The data analysis was developed through class diaries, filming and photographs, beyond interviews and questionnaires, in which the teachers reflected on the teaching practice. Interactive processes were observed in the field of multiliteracies involved in using mobile device. In the interpretations of the first data were considered the implication factors of the practices of literacy beyond skills in using of mobile phone, converging towards the effective construction of writing and digital inclusion, in which it was found respect for the diversity present in EJA.The analysis allowed the perception of teaching action, directed to the writing construction, it is only limited to practices aimed at appropriation of alphabetic writing system and normativity, in which it often ends by dissociating itself from the social uses of writing. It has been common to move away from literacy and pedagogical practices of digital inclusion, verifying necessity for studies that, going beyond the scientific explanations, require practical actions, in a given context and thus contributes to both writing construction and social inclusion for young people and adults, which historically suffer exclusion in the educational process. From these conclusion emerges up a didactic sequence, including activities using mobile device, which was both built and executed in these classes, making possible the digital inclusion in experience in the first cycle of the EJA. Este estudo contempla a importância sobre o uso adequado do aparelho tecnológico celular, fazendo parte das ações pedagógicas em sala de aula para a promoção da inclusão digital como parte constituinte do processo de ensino/aprendizagem. O trabalho foi desenvolvido em seis turmas do primeiro ciclo da EJA das Escolas Municipais de Boa Vista- PB. Trata-se de uma pesquisa qualitativa, respaldada pela pedagogia freireana, nos referenciais da linguística aplicada e na cultura digital e ensino. A fundamentação teórica que se deu nas bases libertadoras da educação popular, buscou contribuições nos estudos sobre as tecnologias digitais e da informação e os multiletramentos, estabelecendo um diálogo entre estudiosos de várias áreas de conhecimento, a exemplo de: Freire (2011) Kleiman (2005), André (2008), Alves (1991), Gonsalves (2001), Gil (2002), Kenski (2012) e Rojo (2012), para compor um panorama favorável à construção da escrita e a inclusão das tecnologias digitais na EJA. Os procedimentos metodológicos utilizados envolveram a observação dos participantes, o planejamento das ações pedagógicas, intervenções no campo da leitura, construção da escrita alfabética e no letramento digital nas turmas da EJA. A análise dos registros se deram através dos diários de classe, de filmagens e fotografias, além de entrevistas e questionários, envolvendo as professoras e propiciando reflexões da prática docente. O foco das observações foram os processos interativos, no campo dos multiletramentos envolvidos no uso do aparelho celular. Consideramos nas interpretações dos dados iniciais, os implicadores das práticas de letramento e as habilidades no uso do aparelho tecnológico celular, que convergem para a construção efetiva da escrita e para a inclusão digital. Verificando-se o respeito pela diversidade presente na EJA. A análise permitiu a percepção de que a ação docente, quando está direcionada à construção da escrita, limita-se a práticas voltadas à apropriação do Sistema de Escrita Alfabética e à normatividade; desvinculando-se, muitas vezes, dos usos sociais da escrita. É comum um afastamento entre alfabetização e práticas pedagógicas de inclusão digital, comprovando a necessidade de estudos que, indo além das explicações científicas, requerem ações práticas, viáveis em determinado contexto e, portanto, contribuinte para a construção da escrita e inclusão social com jovens e adultos, que sofrem historicamente a exclusão no processo educacional. A partir de tais conclusões surgiu uma sequência didática, envolvendo atividades práticas com o aparelho celular, que fora construída e executada nessas turmas, enquanto produto final, que possibilitou a inclusão digital em uma experiência no primeiro ciclo da EJA.

The purpose of the study is to investigate what adaptations grade 4 teachers four make to language-develop in the social science classroom. This includes the challenges that may arise and support teachers they need in order to achieve anguage development goals. Using qualitative methods, in the form on interview and observation. Questions that will try to be answered are; 1. How the teachers take into account students language development in the teaching of fourth grade social sciences? 2. What are the difficulties with developing language in social science? 3.What support does the teachers consider necessary for conducting a language-developing social science education? Research has shown that language development education is contextual and is rich with opportunities for interaction. The teacher plays an important role in creatinga context that benefits students, knowledge, linguistic and personal development. However, research has also shown that many teachers lack the skills necessaryto work with language and knowledge developmentin their lessons. In this study, teachers take into account the parents' pre-knowledge and linguistic background while working with different methods based on interaction to develop the student's subject and language ability. The adaptation of different abilities was the biggest difficulty reported by most teachers. Interviewed teachers have also recognized the difficulty of developing students' school languages. According to teachers, collegial learning, language teaching and language development tools, the best basis for language education is education.

The article, based on the interdisciplinary approach, consider a new paradigm of language development and reading instruction of the children of preschool and primary school. In this regard, we can speak about the pedagogical problem of spelling achievement and verbal literacy, which can be understood as literacy in the narrow sense. From this type of literacy the literacy in a broad sense, id est. social competence stems. The latter is interpreted as a person's ability to access information and to analyze it consciously, to understand and use various types of information that allows an individual to be involved in economic, cultural, and political practices of the society. This, in turn, expands the life opportunities of the person. It is concluded that a person's success in life depends on literacy, which is deteriorating, and one of the reasons for this trend is a phonematic opposition linguodidactics paradigm of contemporary school. Under such conditions the urgent need arises to build a holistic methodological system of teaching children to read based on effective methods and technologies (a global method, N. A. Zaitsev's method for early and intensive literacy, probabilistic technology education of A. M. Lobok, pedagogical system of P. V. Tulienev, the system-information approach to the organization of educational environment), which are built on psycho-physiological characteristics of child's development in the early stages of its evolution, who perceives the world holistically, at the level of right hemispheric mechanisms of cognition and understanding the reality., У статті на основі міждисциплінарного підходу висвітлена нова парадигма розвитку мовлення та навчання читання дітей дошкільної та початкової ланок. Зроблено висновки, що успіх людини у житті залежить від грамотності, що погіршується, і однією з причин цієї тенденції є фонематична лінгводидактична парадигма сучасної школи. За таких умов виявляється необхідність побудувати цілісну методичну систему навчання дітей грамоті на основі ефективних методів та технологій: глобальний метод, методика раннього навчання грамоті, технологія імовірнісної освіти, педагогічна система раннього розвитку, системно-інформаційний підхід до організації навчально-виховного середовища. Ці методи базуються на психофізіологічних особливостях розвитку дитини, яка на ранніх етапах своєї еволюції сприймає світ цілісно, на рівні правопівкульових механізмів пізнання та освоєння дійсності.

Submitted by Daniela Violim da Silva null (dviolim@yahoo.com.br) on 2017-01-31T11:34:01Z No. of bitstreams: 1 DissertaçãoFinal_Dani ViolimDaSilva.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-03T18:01:49Z (GMT) No. of bitstreams: 1 silva_dv_me_bauru.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) Made available in DSpace on 2017-02-03T18:01:49Z (GMT). No. of bitstreams: 1 silva_dv_me_bauru.pdf: 7507825 bytes, checksum: d44359b05b0895bff9572381a7de5b03 (MD5) Previous issue date: 2016-11-22 A pesquisa desenvolvida teve como objetivo identificar, registrar, descrever e analisar o estudo e a aplicabilidade de ações lúdicas e artísticas, na Educação Infantil, que desafiem e apoiem os processos de apropriação das práticas sociais do letramento na primeira infância. Sua execução foi por meio de pesquisa qualitativa, um estudo de caso, no qual foi apresentado o cenário histórico da infância e Educação Infantil no Brasil; as relações, implicações e diferenças entre os processos de letramento social e alfabetização e suas aproximações com a ludicidade e as múltiplas linguagens da criança de Educação Infantil. A bibliografia pesquisada orientou a elaboração dos instrumentos de coleta, registro e análises dos dados de campo. Foram sujeitos desta pesquisa oito professoras de uma escola municipal de Educação Infantil do interior de São Paulo. Os dados analisados apontam que há um trabalho que atende às especificidades das crianças de Educação Infantil, ainda que sem um aporte teórico que dê continuidade e aprofundamento das ações de letramento social e do uso da ludicidade e das múltiplas linguagens. A pesquisa culminou com a elaboração de um Livro Ilustrado como produto final apresentado em resposta ao Mestrado Profissional. The aim of the research was to identify, record, describe and analyze the study and applicability of playful and artistic actions in Early Childhood Education that challenge and support the processes of appropriation of social practices of literacy in early childhood. Its execution was through a qualitative research, a case study, in which it was presented the historical scenario of childhood and Early Childhood Education in Brazil; The relationships, implications and differences between the processes of social literacy and literacy and their approaches to playfulness and the multiple languages of children in Early Childhood Education. The bibliography researched guided the elaboration of the instruments for collecting, recording and analyzing the field data. Eight female teachers of a municipal school of Early Childhood Education in the interior of São Paulo were subjected to this research. The data analyzed indicate that there is a work that attends to the specifics of children in Early Childhood Education, although without a theoretical contribution that gives continuity and deepening of the actions of social literacy and the use of playfulness and multiple languages. The research culminated in the elaboration of an Illustrated Book as final product presented in response to the Professional Master's Degree.

Submitted by Mario BC (mario@bc.ufrpe.br) on 2017-05-05T15:45:05Z No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) Made available in DSpace on 2017-05-05T15:45:05Z (GMT). No. of bitstreams: 1 Maria da Paz dos Santos Souza e Silva.pdf: 3430361 bytes, checksum: a8ccdcbc025fa1a93f54775daccf5b5f (MD5) Previous issue date: 2016-10-19 This task has how focus to study the practices of social literacy and educational in a school of resettlement and introduce as siggestion of linking's instrument of these literacy, public the debate regimented. The motivation for this seach emerge of necessary to undestand the why studants complete the 9º grabe basic school with difficulties related field of public formal oral genres, especialy the public debate regimented, even though constant accurrence this kind textual, in the context social that part and the domain of thir genre be necessary in the struggle for maintenence of community rights, showing historial reasons, this study. It was adopted, methodology as action reseaech (THIOLLENT, 2011; TRIPP, 2005) by his participatory character, with a views to on intervention in reality and from the point of view of the methods employed, to be the one that best meets the objectives proposed research. As the theoretical uwe choose interationism discursive social, represented by Bronckart ( 2006, 2007). Guimarães e Machado (2007), Paviani ( 2011), for referenced the importance of interactions together the fellow to the learning process - apprenticeship end formation of same. Associated at conceptional of literacy and your importance in and to transcend the walls of these schools, appealed to Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Also, brought the contribution of Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relative social functions of school under perspective of literacy and prominence. On study of respect of oral formal genres, especially the public debate regimented, adopted the Marcuschi conceptions (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly and employees (2004), PCN/LP (BRASIL, 2001) and Leitão (2011). Stem from additional theoretical and diagnostic, planned and implement a didactic sequence, adapted of the pattern presented by Dolz, Noverraz and Schneuwly (2004), for the study about the public debate regimented, by having as one of the methodological goals for a analysis of results, to indicate the progress uncovered between the first and the second debate executed for this study participants. Behind the intervention was possible to prove that the students get mobilize, with more property, the verbal resources (arguments, counterarguments) and nonverval (posture, intention) for defend your arguments also to fortification of protagonist these subject. The exposed, this study signals for the pratice of systematic with the formal oral genres, with study object, for example the public debate regimented, to school, comply its function of qualify the students act socially through the linking of social literacy and school. Este trabalho tem como foco de estudo as práticas de letramento social e escolar em uma escola de reassentamento e apresenta como sugestão de instrumento de vinculação destes letramentos, o debate regrado público. A motivação para esta pesquisa surgiu da necessidade de entender o porquê de os alunos concluírem o 9º ano do Ensino Fundamental com dificuldades relacionadas ao domínio dos gêneros orais formais públicos, especialmente o debate regrado público, mesmo sendo constante a ocorrência desse gênero textual, no contexto social de que fazem parte e o domínio deste gênero ser necessário na luta pela manutenção de direitos da comunidade, demonstrado na fundamentação histórica, deste estudo. Foi adotada, como metodologia, a pesquisa-ação (THIOLLENT, 2011; TRIPP, 2005) pelo seu caráter participativo, com vistas a uma intervenção na realidade e do ponto de vista dos métodos empregados, por ser a que melhor atende aos objetivos proposto na pesquisa. Como aporte teórico escolhemos o interacionismo sociodiscursivo, representado por Bronckart (2006; 2007), Guimarães e Machado (2007), Paviani (2011), por referendarem a importância das interações entre os sujeitos para o processo de ensino – aprendizagem e constituição dos mesmos. Concernente às concepções de letramentos e sua importância dentro e além dos muros escolares, recorremos a Soares (2004), Rojo (2009), Rojo e Moura (2012), Street (2014). Além disso, trouxemos as contribuições de Santos (2007), BRASIL (1996), Costa e Vieira (2006), Young (2007), Ferrarezi Jr (2014) relativas à função social da escola sob a perspectiva do letramento e do protagonismo. No estudo a respeito dos gêneros orais formais, especialmente o debate regrado público, adotamos as concepções de Marcuschi (2007), Bakhthin (2011), Cordeiro Pinto (2015), Goulart (2005) Schneuwly e colaboradores (2004), PCN/LP (BRASIL, 2001) e Leitão (2011). A partir do aporte teórico e do diagnóstico, planejamos e executamos uma sequência didática, adaptada do modelo apresentado por Dolz, Noverraz e Schneuwly (2004), para o estudo do gênero debate regrado público, tendo como uma das metas metodológicas para a análise dos resultados, apontar o progresso revelado entre o primeiro e o segundo debate executado pelos participantes deste estudo. Após a intervenção foi possível comprovar que os alunos conseguiram mobilizar, com mais propriedade, os recursos verbais (argumentos, contra-argumentos) e não verbais (postura, entonação) para defender seus argumentos, além do fortalecimento do protagonismo destes sujeitos. Pelo exposto, este estudo sinaliza para a prática de ações sistemáticas com os gêneros orais formais, como objetos de estudo, a exemplo do debate regrado publico, para que a escola cumpra sua função de habilitar os alunos a agirem socialmente através da vinculação do letramento social ao escolar.

This study was aimed to determine the students’ social literacy in their daily journals at grade four of Al-Fauzien Islamic elementary school in Indonesia. The ability of social literacy is the capacity of a person to be able to live and contribute to his or her community, which involved intellectual skills, social skills, cooperative skills, and attitudes and values. The student's daily journal is a collection of student writings whose contents expose students' skills in reflecting experiences, findings, critical thinking, connecting ideas, exploring and expressing their knowledge. The method used in this study is a qualitative method with qualitative content analysis techniques. The data of this study are the sentences taken from students 'daily journals, which were then reduced, coded based on students' social literacy aspects that appeared and analyzed, then triangulated. The results of the study revealed the ability of students’ social literacy as follows: intellectual skills 34.1%, social skills 12.6%, cooperation skills 14.7%, and social attitudes and values 38.5%., This study was aimed to determine the students’ social literacy in their daily journals at grade four of Al-Fauzien Islamic Elementary School in Indonesia. The ability of social literacy is the capacity of a person to be able to live and contribute to his or her community, which involved intellectual skills, social skills, cooperative skills, and attitudes and values. The student's daily journal is a collection of student writings whose contents expose students' skills in reflecting experiences, findings, critical thinking, connecting ideas, exploring and expressing their knowledge. The method used in this study is a qualitative method with qualitative content analysis techniques. The data of this study are the sentences taken from students 'daily journals, which were then reduced, coded based on students' social literacy aspects that appeared and analyzed, then triangulated. The results of the study revealed the ability of students’ social literacy as follows: intellectual skills 34.1%, social skills 12.6%, cooperation skills 14.7%, and social attitudes and values 38.5%.

The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-01-04T14:23:44Z No. of bitstreams: 1 MARIA DOS REMÉDIOS NUNES - DISSERTAÇÃO PROFLETRAS 2016..pdf: 1092922 bytes, checksum: 473861522e70e4d8fc629683b36b048d (MD5) Made available in DSpace on 2018-01-04T14:23:44Z (GMT). No. of bitstreams: 1 MARIA DOS REMÉDIOS NUNES - DISSERTAÇÃO PROFLETRAS 2016..pdf: 1092922 bytes, checksum: 473861522e70e4d8fc629683b36b048d (MD5) Previous issue date: 2016 Esta dissertação de Mestrado Profissional em Letras tem por objetivo construir um módulo suplementar, com atividades de retextualização com os gêneros música e conto, na ótica do Letramento Social, com o propósito de desenvolver nos alunos as habilidades de uso da leitura e da escrita nas práticas sociais. Nesta perspectiva, achamos necessário realizar um estudo sobre os gêneros música e conto, tendo em vista conhecer mais profundamente a estrutura desses textos, e também refletir sobre as regularidades linguísticas, textuais e discursivas encontradas nesses gêneros. Um fator relevante foi compreender a importância do trabalho com os gêneros textuais, no sentido de preparar os discentes para atuarem nas diversas circunstâncias que a sociedade demanda, ou seja, formar sujeitos pensantes e reflexivos no uso da língua oral e escrita. Nessa perspectiva, a escolha pela prática da retextualização se deu justamente por se tratar de algo que vai além da escrita, envolvendo mudanças relevantes na produção textual, com implicações no campo linguístico, discursivo e textual, com significação na reescrita e paráfrase, objetivando transformar o texto que envolve a mudança no discurso, no contexto de produção, no suporte de circulação e, sobretudo, na modificação do gênero textual. Para fundamentar o trabalho, a pesquisa está embasada nas teorias de Kleiman (1995), Marcuschi (2001), Tfouni (2004), Soares (2009), Manguel (1997), Scrbner e Cole (1981) e outros, com o objetivo de aprofundar os postulados que dizem respeito aos gêneros textuais, retextualização e prática de letramento. O método utilizado é o qualitativo, pois busca entender a relevância e a significação dos problemas abordados, ao oferecer uma aproximação essencial entre sujeito e objeto. A proposta de intervenção será apresentada aos professores do Centro de Educação de Jovens e Adultos Professora Eudes Veras (CEJA), como um material didático suplementar ao já existente no programa, com o escopo de oferecer uma nova prática didática, significativa para o ensino da escrita, dada às dificuldades que o aluno do CEJA apresenta na produção textual, principalmente por se tratar de um Curso que funciona na modalidade semipresencial e, portanto, com contatos limitados com o professor. Vale salientar que este trabalho não termina aqui, e sua intenção é dar continuidade ao projeto iniciado, enfatizando a importância de se trabalhar os gêneros textuais, nos diferentes contextos do cotidiano do aluno do CEJA. This thesis of the Professional Master in Letters aims to build an additional module, with retextualization activities with the genres music and short story, from the viewpoint of social literacy, in order to develop in students the use of reading and writing skills in social practices. In this perspective, it was necessary to conduct a study of the genres music and short story, in order to know more deeply about the structure of these texts, and also to reflect on the linguistic, textual and discursive regularities found in these genres. An important factor was to understand the importance of working with textual genres in order to prepare students to work in the various circumstances that society demands, ie, form thinking and reflective subjects in the use of oral and written language. In this perspective, the practice of retextualization was chosen because it is something that goes beyond writing, involving significant changes in textual production, with implications for the linguistic, discursive and textual field, with significance in rewriting and paraphrasing, aiming to transform the text that involves changing in the discourse, in the context of production, circulation and support, especially in the genre modification. To support the work, the research is grounded in theories of Kleiman (1995), Marcuschi (2001), Tfouni (2004), Soares (2009), Manguel (1997), Scrbner and Cole (1981) and others, with the objective of further understanding the postulates that relate to textual genres, retextualization and practice of literacy. The method used is the qualitative one, because it seeks to understand the relevance and significance of the issues addressed by offering an essential approach between subject and object. The proposal of intervention will be presented to the teachers of the Centro de Educação de Jovens e Adultos Professora Eudes Veras (CEJA) as a supplementary educational material to the ones existing in the program, with the aim of offering a new teaching practice, significant to the teaching of writing, given the difficulties that the student of the CEJA presents in textual production, mainly because it is a course that works in a semipresential mode and therefore with limited contacts with the teacher. It is worth noting that this work does not end here, and its intention is to continue the project started, emphasizing the importance of working the genres in different contexts of the CEJA student's daily life.