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Peluso Condé Patrícia - One of the best experts on this subject based on the ideXlab platform.
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Las relaciones entre la oralidad y la escritura durante el proceso de alfabetización de niños en una escuela privada de Ubá, Minas Gerais, en la actualidad
Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación, 2019Co-Authors: Peluso Condé PatríciaAbstract:La presente investigación tiene por objetivo verificar la relación entre la oralidad y la escritura durante el proceso de alfabetización de niños en una escuela privada de la ciudad de Ubá, MG. Para la realización de ese estudio se llevó a cabo una análisis documental y bibliográfico, se aplicó una encuesta semi estructurada y narrativa a alumnos y profesores, además de la observación no participante en las clases de alfabetización. Los objetivos específicos de la investigación son: verificar las dificultades más frecuentes manifestadas por los alumnos durante el proceso de adquisición de la lengua escritura; así como analizar las estrategias desarrolladas por la escuela y aplicadas por las profesoras para abordar esas dificultades además de investigar sobre la estimulación a la expresión oral de la lengua como estrategia para adquisición del lenguaje escritura. Se buscó, también, identificar en el discurso de los alumnos y de las profesoras la visión que ellos tienen sobre las dificultades que se manifiestan durante el proceso de alfabetización y analizar las características sociales / económicas / familiares de los niños en el camino de la adquisición de la lengua escritura. La recolección de los datos utilizó como soporte documentos como PNE, PNAIC y LDB, con el objetivo de basar la investigación para análisis y presentación de las conclusiones obtenidas por la investigación. Fueron también utilizados estudios desarrollados por Borzone y Signorini (1988), Braslavsky (1985), Cagliari (1998), Castedo y Torres (2011), Ferreiro (2002), Frade (2014), Freire (2011), Goodman (1990), Koch (2002), López (2012), Mortatti (2000), Pontecorvo (2003), Reyes y Pérez (2014), Soares (2016) y Zuccalá (2015) entre varios otros autores. Al final de la investigación, se percibe que los alumnos que presentan menos dificultades en la adquisición del código lingüístico en su mayoría son niños que reciben acompañamiento en casa para realizar las tareas escolares, son más extrovertidos, seguros y no presentan dificultades para manifestar sus ideas oralmente. Se sostiene que, si hubiese un mayor estímulo a la manifestación oral de la lengua, el código lingüístico será más fácilmente asimilado. Pues la intimidad necesaria con la lengua para un buen rendimiento escrito debe pasar primeramente a la intimidad con el lenguaje oral, presente en el entorno del niño desde su nacimiento.This research aims to verify the relationship between orality and writing during the literacy process of children in a private school in the city of Ubá, MG. For the accomplishment of this study it was used documentary and bibliographical analysis, application of semistructured and Narrative Interview to students and teachers, besides the observation in the literacy rooms. The specific objectives of the research are to verify the difficulties most frequently manifested by the students during the process of acquisition of written language as well as the strategies developed by the school and applied by the teachers to address these difficulties besides investigating the stimulation to the oral expression of the language as a strategy for acquisition of written language. It was also sought to identify in the students 'and teachers' discourse the vision they have about the difficulties that are manifested during the literacy process and to analyze the social / economic / family characteristics of children who present greater difficulties in the course of the acquisition of written language. Data collection used official documents such as PNE, PNAIC and LDB to support the research for analysis and presentation of the conclusions obtained by the investigation. It also used studies developed by Borzone and Signorini (1988), Braslavsky (1985), Cagliari (1998), Castedo and Torres (2011), Ferreiro (2002), Frade (2014), Freire Koch (2002), López (2012), Mortatti (2000), Pontecorvo (2003), Reyes and Pérez (2014), Soares (2016) and Zuccalá (2015) among several other authors. At the end of the study, the students with the least difficulty in acquiring the language code are those who receive follow-up at home to carry out school tasks, are more extroverted, confident and have an easy way of expressing their ideas orally. Therefore, it is believed that if there is a greater stimulus to oral expression, the linguistic code will be more easily assimilated, since the necessary intimacy with the language for a good written performance must first pass through the intimacy with the oral language present in the child's environment since birth.Fil: Peluso Condé, Patrícia. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina
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Las relaciones entre la oralidad y la escritura durante el proceso de alfabetización de niños en una escuela privada de Ubá, Minas Gerais, en la actualidad
'Universidad Nacional de La Plata', 2019Co-Authors: Peluso Condé PatríciaAbstract:La presente investigación tiene por objetivo verificar la relación entre la oralidad y la escritura durante el proceso de alfabetización de niños en una escuela privada de la ciudad de Ubá, MG. Para la realización de ese estudio se llevó a cabo una análisis documental y bibliográfico, se aplicó una encuesta semi estructurada y narrativa a alumnos y profesores, además de la observación no participante en las clases de alfabetización. Los objetivos específicos de la investigación son: verificar las dificultades más frecuentes manifestadas por los alumnos durante el proceso de adquisición de la lengua escritura; así como analizar las estrategias desarrolladas por la escuela y aplicadas por las profesoras para abordar esas dificultades además de investigar sobre la estimulación a la expresión oral de la lengua como estrategia para adquisición del lenguaje escritura. Se buscó, también, identificar en el discurso de los alumnos y de las profesoras la visión que ellos tienen sobre las dificultades que se manifiestan durante el proceso de alfabetización y analizar las características sociales / económicas / familiares de los niños en el camino de la adquisición de la lengua escritura. La recolección de los datos utilizó como soporte documentos como PNE, PNAIC y LDB, con el objetivo de basar la investigación para análisis y presentación de las conclusiones obtenidas por la investigación. Fueron también utilizados estudios desarrollados por Borzone y Signorini (1988), Braslavsky (1985), Cagliari (1998), Castedo y Torres (2011), Ferreiro (2002), Frade (2014), Freire (2011), Goodman (1990), Koch (2002), López (2012), Mortatti (2000), Pontecorvo (2003), Reyes y Pérez (2014), Soares (2016) y Zuccalá (2015) entre varios otros autores. Al final de la investigación, se percibe que los alumnos que presentan menos dificultades en la adquisición del código lingüístico en su mayoría son niños que reciben acompañamiento en casa para realizar las tareas escolares, son más extrovertidos, seguros y no presentan dificultades para manifestar sus ideas oralmente. Se sostiene que, si hubiese un mayor estímulo a la manifestación oral de la lengua, el código lingüístico será más fácilmente asimilado. Pues la intimidad necesaria con la lengua para un buen rendimiento escrito debe pasar primeramente a la intimidad con el lenguaje oral, presente en el entorno del niño desde su nacimiento.This research aims to verify the relationship between orality and writing during the literacy process of children in a private school in the city of Ubá, MG. For the accomplishment of this study it was used documentary and bibliographical analysis, application of semistructured and Narrative Interview to students and teachers, besides the observation in the literacy rooms. The specific objectives of the research are to verify the difficulties most frequently manifested by the students during the process of acquisition of written language as well as the strategies developed by the school and applied by the teachers to address these difficulties besides investigating the stimulation to the oral expression of the language as a strategy for acquisition of written language.A presente investigação tem por objetivo verificar a relação entre a oralidade e a escrita durante o processo de alfabetização de crianças em uma escola privada da cidade de Ubá, MG. Para a realização desse estudo foi utilizada análise documental e bibliográfica, aplicação de entrevista semiestruturada e narrativa a alunos e professoras, além da observação não participante nas salas de alfabetização. Os objetivos específicos da investigação são verificar as dificuldades mais frequentemente manifestadas pelos alunos durante o processo de aquisição da língua escrita bem como as estratégias desenvolvidas pela escola e aplicadas pelas professoras para abordar essas dificuldades além de investigar sobre a estimulação à expressão oral da língua como estratégia para aquisição da linguagem escrita.Facultad de Humanidades y Ciencias de la Educació
Žydžiūnaitė Vilma - One of the best experts on this subject based on the ideXlab platform.
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
'Hipatia Press', 2020Co-Authors: Bagdonaitė-stelmokienė Ramunė, Žydžiūnaitė VilmaAbstract:Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster careEdukologijos tyrimų institutasKolpingo kolegijaVytauto Didžiojo universiteta
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
2020Co-Authors: Bagdonaitė-stelmokienė Ramunė, Žydžiūnaitė VilmaAbstract:ScopusInformal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster careEdukologijos tyrimų institutasKolpingo kolegijaVytauto Didžiojo universitetasŠvietimo akademij
Zydziunaite Vilma - One of the best experts on this subject based on the ideXlab platform.
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
'Hipatia Press', 2020Co-Authors: Bagdonaite-stelmokiene Ramune, Zydziunaite VilmaAbstract:Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster care.El aprendizaje informal se entiende como un complejo proceso de aprendizaje emocional, cognitivo y experiencial durante el cual se produce el cambio personal del alumno. En el artículo se presentan las conclusiones del estudio cualitativo sobre el cambio personal de los padres adoptivos llevado a cabo en Lituania, que revela la experiencia subjetiva de aprendizaje informal de los padres de acogida de un niño sin parentesco. Mediante una entrevista narrativa, se entrevistó a 19 padres adoptivos (12 mujeres y 7 hombres) en el estudio. Los datos se analizaron sobre la base de la estrategia de la teoría constructivista fundamentada. Los resultados revelaron que el cambio personal de los padres de acogida se produce a través de un aprendizaje informal consciente, intencional y con un propósito determinado, a fin de autoactualizarse y convertirse en buenos padres de acogida. Ellos mismos construyen su forma de aprendizaje durante la cual adquieren nuevos conocimientos, repensan y reconstruyen el conocimiento que ya tienen. El cambio personal de los padres adoptivos también tiene lugar a través de un aprendizaje informal accidental, espontáneo y experimental, que no siempre es consciente o tiene un propósito. Al reflexionar sobre su experiencia, los padres adoptivos se ven a sí mismos bajo una nueva luz; repensan sus valores y actitudes, y así llegan a conocerse mejor a sí mismos. Las conclusiones del estudio son importantes para poner de relieve el papel y la importancia del aprendizaje informal en el contexto del aprendizaje a lo largo de toda la vida. Los resultados pueden ser una valiosa contribución al desarrollo de programas de formación para padres adoptivos y los hogares de acogida sin parentesco
Bagdonaitė-stelmokienė Ramunė - One of the best experts on this subject based on the ideXlab platform.
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
'Hipatia Press', 2020Co-Authors: Bagdonaitė-stelmokienė Ramunė, Žydžiūnaitė VilmaAbstract:Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster careEdukologijos tyrimų institutasKolpingo kolegijaVytauto Didžiojo universiteta
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
2020Co-Authors: Bagdonaitė-stelmokienė Ramunė, Žydžiūnaitė VilmaAbstract:ScopusInformal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster careEdukologijos tyrimų institutasKolpingo kolegijaVytauto Didžiojo universitetasŠvietimo akademij
Bagdonaite-stelmokiene Ramune - One of the best experts on this subject based on the ideXlab platform.
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"Me Convertí en una Persona Diferente": Cambio Personal de los Padres Adoptivos Lituanos a través del Aprendizaje Informal
'Hipatia Press', 2020Co-Authors: Bagdonaite-stelmokiene Ramune, Zydziunaite VilmaAbstract:Informal learning is understood as a complex emotional, cognitive and experiential process of learning during which the personal change of learner takes place. The article presents the findings of the qualitative study on the personal change of foster parents carried out in Lithuania, which reveals the subjective experience of informal learning of the foster parents fostering a non-relative child. By means of a Narrative Interview, 19 foster parents (12 women and 7 men) were Interviewed in the study. The data were analyzed on the basis of the constructivist grounded theory strategy. The findings revealed that the personal change of foster parents takes place through conscious, intentional and purposeful informal learning in order to self-actualize and to become good foster parents. They themselves construct their way of learning during which they acquire new knowledge, rethink and reconstruct the knowledge they already have – all that leads to personal improvement. The personal change of foster parents also takes place through accidental, spontaneous, experiential informal learning, which is not always conscious or purposeful. While reflecting on their experience, foster parents see themselves in a new light; rethink their values and attitudes, thus getting to know themselves better. The findings of the study are important in order to highlight the role and significance of informal learning in the context of life-long learning. The findings may be a valuable contribution to the development of formalized training programs for foster parents and successful non-relative foster care.El aprendizaje informal se entiende como un complejo proceso de aprendizaje emocional, cognitivo y experiencial durante el cual se produce el cambio personal del alumno. En el artículo se presentan las conclusiones del estudio cualitativo sobre el cambio personal de los padres adoptivos llevado a cabo en Lituania, que revela la experiencia subjetiva de aprendizaje informal de los padres de acogida de un niño sin parentesco. Mediante una entrevista narrativa, se entrevistó a 19 padres adoptivos (12 mujeres y 7 hombres) en el estudio. Los datos se analizaron sobre la base de la estrategia de la teoría constructivista fundamentada. Los resultados revelaron que el cambio personal de los padres de acogida se produce a través de un aprendizaje informal consciente, intencional y con un propósito determinado, a fin de autoactualizarse y convertirse en buenos padres de acogida. Ellos mismos construyen su forma de aprendizaje durante la cual adquieren nuevos conocimientos, repensan y reconstruyen el conocimiento que ya tienen. El cambio personal de los padres adoptivos también tiene lugar a través de un aprendizaje informal accidental, espontáneo y experimental, que no siempre es consciente o tiene un propósito. Al reflexionar sobre su experiencia, los padres adoptivos se ven a sí mismos bajo una nueva luz; repensan sus valores y actitudes, y así llegan a conocerse mejor a sí mismos. Las conclusiones del estudio son importantes para poner de relieve el papel y la importancia del aprendizaje informal en el contexto del aprendizaje a lo largo de toda la vida. Los resultados pueden ser una valiosa contribución al desarrollo de programas de formación para padres adoptivos y los hogares de acogida sin parentesco
