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Sucess and failure in first grade: sociological acount of teacher´sPerspectivs and pratice in a public school in Brazil

This dissertation seeks to identify teachers' perspectives and practices whinch play a role in the literacy process. The qualitative method was used in the examination of four first-grade classes in a school serving a slum population in Porto Alegre, Brazil. The concepts " classification" and "frame" of social knowledge (Bernstein, 1975), the "process of social stratification" in the classroom (Sharp and Green, 1975) are used in the analysis. Participant and non-participant observations demonstrated the presence of political, and economic extra-school factors whith a long career in the first grade as well as first-time students became literate during 180 school days. Factors influencing the success of literacy teaching were: a) the teachers' competence; b) their belief in education as essential to the improvement of the standard of living of slum-dwellers; c) the establishment of a "werelationship" where the teachers assume responsibility for the learning of each pupil and reject the rigid categorization of scholastic failure.

Nome do Autor: Maria Helena Degani Veit
Nome do Orientador: Morton Weinfeld
Instituição: MC Gill Universityy
Estado:
Ano Publicação: 1990
Curso: Programa de Pós-Graduação em Psicologia
Grau do Trabalho: Tese de Doutorado
Área: Ciências Humanas: Psicologia
Tipo de Pesquisa:
Referencial Teórico: Em análise
Assunto:Em análise
Referência: VEIT, Maria Helena Degani. Sucess and failure in first grade: sociological acount of teacher´sPerspectivs and pratice in a public school in Brazil. 1990. Tese de Doutorado (Programa de Pós-Graduação em Psicologia) - MC Gill Universityy, , 1990.