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The reading and writing in classroom in the first years of elementary school and the material of the Programa Ler e Escrever: the experience in the beginning of literacy

Grant number: 12/18526-6
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Effective date (Start): November 01, 2012
Effective date (End): October 31, 2013
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Elvira Cristina Martins Tassoni
Grantee:Laís Helena Besseler
Host Institution: Faculdade de Educação. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil


The research investigates the pedagogic-teaching material of the Programa Ler e Escrever. This program is built in a public policy of the State of Sao Paulo, which has different aims: training of literate teachers, creation of pedagogic-teaching materials for the first years of Elementary School, and follow-up of the pedagogic work promoting the improvement of education. The research has the objective of discussing the use of the pedagogic-teaching materials of the Programa Ler e Escrever in the initial block of education, in a state school in Campinas (SP). It also has the goal to investigate if this material has been of good use in classrooms. The research will be developed in the classrooms that compose the initial block of education, through sessions of observation in the first, second and third years of Elementary School. The data collecting process will have sessions of observation of the work done in each of the selected classrooms, registering in a field diary the information gathered. The research has the specific aims identified: a) how the material of Programa Ler e Escrever has been used in classrooms, b) how the students relate with the things proposed in the material, c) which strategies are used by the teachers to explore the material. We hope to contribute to the discussions about pedagogic practices related to reading and writing, as well as the ways the continued training policies of literate teachers have affected such practices. (AU)

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