cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.11804238
title: THE PEDAGOGICAL MEDIATION IN THE INVENTED WRITING OF CHILDREN IN THE PROCESS OF LITERACY: WORDS WITH COMPLEX STRUCTURE

description: ABSTRACT: In this article we analyze the effects of adult pedagogical mediation on the invented writing of words composed by syllables with consonant-vowel-consonant structure (CVC) and nasal vowel-consonant (nasal CV) by 6-year-old children of a public school. It is an intervention research, which according to Spinillo and Lautert (2009) aims at an engagement of the researcher with the educational reality, offering evidence for the construction of theoretical models and transformation of practice. An Invented Writing Program was developed (Alves Martins, 2017) with 10 sessions with groups of four children. The study revealed an advance of children in word writing with the syllabic structures investigated. In addition, it was possible to identify mediation strategies (the scaffolding) named in seven main categories (Management, Instruction, Inquiry, Signaling, Elaboration, Re-elaboration and Evaluation) as well as the predominance of some of them in the sessions (Inquiry, Management, Signaling and Elaboration) its importance for the learning process of written language.
DOI: 10.6084/m9.figshare.14281263
title: CHANGES IN PIBID AND PRE-SERVICE TEACHER TRAINING: CHAT-BASED MULTILEVEL ANALYSIS

description: ABSTRACT: In this article we analyze some recent changes imposed on the Pre-service Teacher Training Scholarship Program (Programa de Bolsa de Iniciação à Docência -PIBID) which has been in place in Brazil since 2007. In the last decade, the Program has fulfilled an important task of better preparing undergraduates for the beginning of their teaching career. However, the last public note in 2018 significantly altered the structure of the Program, changing its formative potential. Based on the Cultural-Historical Activity Theory, we analyze part of the activities carried out under the PIBID Physics subproject of a federal university. The analysis was done on three levels. At the micro level, we analyze the short-term social situations that have enhanced the preparation for the beginning of the undergraduate students’ teaching career on this subproject. At the mid-level we analyze the activity system of this subproject, highlighting the elements that contributed the most and which were limited in the training of future teachers. At the macro level we investigate how changes in PIBID, accompanied by the launch of the Pedagogical Residency Program, affected the activity system of PIBID. Our results indicate that these changes may lead to the detachment of PIBID from its identity as an initiation in teaching, undermining the efficiency of tutoring, diminishing the heterogeneity of the subproject subjects, and weakening the partnerships between universities and schools. In addition, these changes do not reduce the limitations of this program and do not expand the possibilities of future teachers to experience the various elements that characterize the beginning of teaching.
DOI: 10.6084/m9.figshare.14281263.v1
title: CHANGES IN PIBID AND PRE-SERVICE TEACHER TRAINING: CHAT-BASED MULTILEVEL ANALYSIS

description: ABSTRACT: In this article we analyze some recent changes imposed on the Pre-service Teacher Training Scholarship Program (Programa de Bolsa de Iniciação à Docência -PIBID) which has been in place in Brazil since 2007. In the last decade, the Program has fulfilled an important task of better preparing undergraduates for the beginning of their teaching career. However, the last public note in 2018 significantly altered the structure of the Program, changing its formative potential. Based on the Cultural-Historical Activity Theory, we analyze part of the activities carried out under the PIBID Physics subproject of a federal university. The analysis was done on three levels. At the micro level, we analyze the short-term social situations that have enhanced the preparation for the beginning of the undergraduate students’ teaching career on this subproject. At the mid-level we analyze the activity system of this subproject, highlighting the elements that contributed the most and which were limited in the training of future teachers. At the macro level we investigate how changes in PIBID, accompanied by the launch of the Pedagogical Residency Program, affected the activity system of PIBID. Our results indicate that these changes may lead to the detachment of PIBID from its identity as an initiation in teaching, undermining the efficiency of tutoring, diminishing the heterogeneity of the subproject subjects, and weakening the partnerships between universities and schools. In addition, these changes do not reduce the limitations of this program and do not expand the possibilities of future teachers to experience the various elements that characterize the beginning of teaching.
DOI: 10.6084/m9.figshare.11804238.v1
title: THE PEDAGOGICAL MEDIATION IN THE INVENTED WRITING OF CHILDREN IN THE PROCESS OF LITERACY: WORDS WITH COMPLEX STRUCTURE

description: ABSTRACT: In this article we analyze the effects of adult pedagogical mediation on the invented writing of words composed by syllables with consonant-vowel-consonant structure (CVC) and nasal vowel-consonant (nasal CV) by 6-year-old children of a public school. It is an intervention research, which according to Spinillo and Lautert (2009) aims at an engagement of the researcher with the educational reality, offering evidence for the construction of theoretical models and transformation of practice. An Invented Writing Program was developed (Alves Martins, 2017) with 10 sessions with groups of four children. The study revealed an advance of children in word writing with the syllabic structures investigated. In addition, it was possible to identify mediation strategies (the scaffolding) named in seven main categories (Management, Instruction, Inquiry, Signaling, Elaboration, Re-elaboration and Evaluation) as well as the predominance of some of them in the sessions (Inquiry, Management, Signaling and Elaboration) its importance for the learning process of written language.
DOI: 10.6084/m9.figshare.14281266.v1
title: SCHOOL BACKGROUND AND ACCESS TO HIGHER EDUCATION: ANALYSIS OF THE OCCUPATION OF AFFIRMATIVE ACTION QUOTAS AT UFRGS

description: ABSTRACT: The article analyzes the relation between the heterogeneity of public schools and the occupation of undergraduate student places reserved by the affirmative action policy at the Universidade Federal do Rio Grande do Sul (UFRGS). Based on the literature on educational stratification developed within Sociology of Education, this article assumes a quasi-market on public education, with regular and differentiated schools. The data explored in this article refer to students admitted in 2017. The quantitative methodology comprised descriptive analyses, crosstabulation, and basic measures of association, characterizing an exploratory study. The results show that students from regular public schools have a more limited access to reserved places in the quotas which do not consider income or race. This phenomenon is more intense in the most competitive programs. Considering the heterogeneity among public schools, the current procedures favor the admission in public higher education of graduates from differentiated public schools rather than students who attended regular public schools. This fact is understood as a limit in the remediation of distortions in the access to federal public higher education.
DOI: 10.6084/m9.figshare.11804244
title: HOW DO CHILDREN TAUGHT WITH A PHONIC METHOD ANSWER TASKS WHICH EVALUATE PHONEMIC AWARENESS?

description: ABSTRACT: We discuss the relationships between several abilities of phonemic awareness and reading performance showed by 20 children who were concluding first grade, having understood the alphabetic principle, and who were taught with phonic methods in public schools. They answered nine phonemic awareness tasks and three reading tasks (words, phrases and text). In most phonemic awareness tasks average performance was equal or less than 60%. Children only read well in the words task and it correlated with few abilities of phonemic awareness. Qualitative analysis showed that children thought mainly about letters or syllables and hardly could pronounce phonemes. Our data question the relevance of methods of literacy teaching which emphasize the pronunciation of isolated phonemes as a requisite for the learning of reading and writing in Portuguese.
DOI: 10.6084/m9.figshare.11804253
title: RELATIONSHIP BETWEEN CONCEPTUAL LEVELS OF WRITING AND WORD RECOGNITION STRATEGIES

description: ABSTRACT: The conceptual levels of writing (FERREIRO; TEBEROSKY, 1999) reveal the evolutionary process of children’s comprehension of the alphabetic principle. On the other hand, theories about reading learning reveal word recognition strategies. Aiming to analyze the relation between the conceptual levels of writing and the strategies of reading words composed by syllables of structures CV, CCV and CVC, tests of reading and writing of words were applied in 47 children of the 1st year of elementary school. It was concluded that the evolution of the comprehension of the alphabetic principle promotes advances in the reading of words composed by CV syllables and in the formation of the orthographic lexicon; and that the confrontation with the syllable structures CVC and CCV contributes for the system of sequential analysis of letters in word recognition to change, expanding the children’s perception of the complexity of phonological structures of syllable segments.
DOI: 10.6084/m9.figshare.14281266
title: SCHOOL BACKGROUND AND ACCESS TO HIGHER EDUCATION: ANALYSIS OF THE OCCUPATION OF AFFIRMATIVE ACTION QUOTAS AT UFRGS

description: ABSTRACT: The article analyzes the relation between the heterogeneity of public schools and the occupation of undergraduate student places reserved by the affirmative action policy at the Universidade Federal do Rio Grande do Sul (UFRGS). Based on the literature on educational stratification developed within Sociology of Education, this article assumes a quasi-market on public education, with regular and differentiated schools. The data explored in this article refer to students admitted in 2017. The quantitative methodology comprised descriptive analyses, crosstabulation, and basic measures of association, characterizing an exploratory study. The results show that students from regular public schools have a more limited access to reserved places in the quotas which do not consider income or race. This phenomenon is more intense in the most competitive programs. Considering the heterogeneity among public schools, the current procedures favor the admission in public higher education of graduates from differentiated public schools rather than students who attended regular public schools. This fact is understood as a limit in the remediation of distortions in the access to federal public higher education.
DOI: 10.6084/m9.figshare.11804253.v1
title: RELATIONSHIP BETWEEN CONCEPTUAL LEVELS OF WRITING AND WORD RECOGNITION STRATEGIES

description: ABSTRACT: The conceptual levels of writing (FERREIRO; TEBEROSKY, 1999) reveal the evolutionary process of children’s comprehension of the alphabetic principle. On the other hand, theories about reading learning reveal word recognition strategies. Aiming to analyze the relation between the conceptual levels of writing and the strategies of reading words composed by syllables of structures CV, CCV and CVC, tests of reading and writing of words were applied in 47 children of the 1st year of elementary school. It was concluded that the evolution of the comprehension of the alphabetic principle promotes advances in the reading of words composed by CV syllables and in the formation of the orthographic lexicon; and that the confrontation with the syllable structures CVC and CCV contributes for the system of sequential analysis of letters in word recognition to change, expanding the children’s perception of the complexity of phonological structures of syllable segments.
DOI: 10.6084/m9.figshare.14281268
title: CODE OF ETHICS FOR TEACHERS: A DILEMMA

description: ABSTRACT: Teacher training courses have been prioritizing the cognitive domain at the expense of the affective domain with a strong ethical component characteristic of the academic routine. Ethical dilemmas faced in the teaching practice inspired us to bring an overview of aspects addressed by the literature and some codes of ethics for teachers. Adopting these codes or not is a controversial issue. This text aims to bring up this controversy as a contribution to the professionalization of educators, so that they are able to anticipate ethical dilemmas situation at school, in its complexity and contradiction, giving them a better forwarding. Thus, it is expected that future teachers will be prepared to face these situations in students, colleagues and institutions relationship. An analysis of the dilemmas that there are at school can result in more fair decisions which also consider, besides to academic and institutional perspectives, the human aspects. Our proposal is that this discussion shall be broadly covered in teacher training courses.
DOI: 10.6084/m9.figshare.11804235
title: ON THE NATURE OF (ORTO)GRAPHIC ERRORS PRODUCED BY BRAZILIAN CHILDREN IN THE FIRST ELEMENTARY SCHOOL YEARS

description: ABSTRACT: Considering both main sources which are available for the production of initial alphabetical writing, namely, phonological knowledge and knowledge acquired through experience in reading and writing practices, (orto)graphic errors produced by children in their first Elementary School years are analyzed by this paper, based on three main categories: phonological, orthographic and phonographic ones. The sample under study is composed of errors extracted from 2024 spontaneous texts produced by students from a public school and a private one. Results show that: i) phonological errors predominate in all grades and refer to segmental and prosodic complexities; ii) errors motivated by orthographic aspects involve mainly the spelling of /s/; and iii) there is low incidence of phonographic errors, but they are found in the four grades under study. In general, there is decrease in the number of errors as the schooling process advances. Besides, when both schools are compared, differences can be found in the number of errors, rather than in their quality.
DOI: 10.6084/m9.figshare.14281268.v1
title: CODE OF ETHICS FOR TEACHERS: A DILEMMA

description: ABSTRACT: Teacher training courses have been prioritizing the cognitive domain at the expense of the affective domain with a strong ethical component characteristic of the academic routine. Ethical dilemmas faced in the teaching practice inspired us to bring an overview of aspects addressed by the literature and some codes of ethics for teachers. Adopting these codes or not is a controversial issue. This text aims to bring up this controversy as a contribution to the professionalization of educators, so that they are able to anticipate ethical dilemmas situation at school, in its complexity and contradiction, giving them a better forwarding. Thus, it is expected that future teachers will be prepared to face these situations in students, colleagues and institutions relationship. An analysis of the dilemmas that there are at school can result in more fair decisions which also consider, besides to academic and institutional perspectives, the human aspects. Our proposal is that this discussion shall be broadly covered in teacher training courses.
DOI: 10.6084/m9.figshare.11804229.v1
title: TEACHING PRACTICES OF READING AND WRITING IN EARLY CHILDHOOD EDUCATION IN BRAZIL AND FRANCE AND CHILDREN’S KNOWLEDGE OF ALPHABETIC WRITING

description: ABSTRACT: This study investigated the reading and writing teaching practices in two pre-school classes (five-year-old children): one belonging to the public schools in Recife/PE (Brazil) and another in Paris (France). It was sought to analyze more specifically the work focused on the appropriation of alphabetic writing from the reading and writing activities developed in the classroom. The methodological procedures were interviews, observations of the daily school routine, and writing words activities with students. The analysis of the collected data showed that the teachers organized their pedagogical work in order to emphasize the use of texts and readings that were already part of the children’s universe, and also developed games and activities that led the students to think about the principles of alphabetic writing. At the end of the school year most students of both classes showed understanding of the relationship between writing and the sound of words.
DOI: 10.6084/m9.figshare.11804235.v1
title: ON THE NATURE OF (ORTO)GRAPHIC ERRORS PRODUCED BY BRAZILIAN CHILDREN IN THE FIRST ELEMENTARY SCHOOL YEARS

description: ABSTRACT: Considering both main sources which are available for the production of initial alphabetical writing, namely, phonological knowledge and knowledge acquired through experience in reading and writing practices, (orto)graphic errors produced by children in their first Elementary School years are analyzed by this paper, based on three main categories: phonological, orthographic and phonographic ones. The sample under study is composed of errors extracted from 2024 spontaneous texts produced by students from a public school and a private one. Results show that: i) phonological errors predominate in all grades and refer to segmental and prosodic complexities; ii) errors motivated by orthographic aspects involve mainly the spelling of /s/; and iii) there is low incidence of phonographic errors, but they are found in the four grades under study. In general, there is decrease in the number of errors as the schooling process advances. Besides, when both schools are compared, differences can be found in the number of errors, rather than in their quality.
DOI: 10.6084/m9.figshare.11804229
title: TEACHING PRACTICES OF READING AND WRITING IN EARLY CHILDHOOD EDUCATION IN BRAZIL AND FRANCE AND CHILDREN’S KNOWLEDGE OF ALPHABETIC WRITING

description: ABSTRACT: This study investigated the reading and writing teaching practices in two pre-school classes (five-year-old children): one belonging to the public schools in Recife/PE (Brazil) and another in Paris (France). It was sought to analyze more specifically the work focused on the appropriation of alphabetic writing from the reading and writing activities developed in the classroom. The methodological procedures were interviews, observations of the daily school routine, and writing words activities with students. The analysis of the collected data showed that the teachers organized their pedagogical work in order to emphasize the use of texts and readings that were already part of the children’s universe, and also developed games and activities that led the students to think about the principles of alphabetic writing. At the end of the school year most students of both classes showed understanding of the relationship between writing and the sound of words.
DOI: 10.6084/m9.figshare.11804241
title: READING PRACTICES, GENRES AND SUPPORTING READING MATERIAL IN THE FAMILY ENVIRONMENT THROUGH THE CHILDREN’S PERSPECTIVE IN A LITERACY CLASS

description: ABSTRACT: This article analyzes reading practices in the family environment of children in a second-grade class at a municipal elementary school in Porto Alegre/RS, as well as the texts and material used by the children. This study is situated in the fields of literacy and reading, under social, cultural, linguistic and pedagogical approaches. For data production, discussions involved children in focal groups, and all meetings were recorded in the field journal. The analysis of the data identified the most recurrent reading practices present in the axes: variety of reading material and reading practices indicated by the children, role of the child-reader within the family environment, children’s perspective regarding genres and reading material. It was established that the children referred more to the reading material than to the genre, and this result is of higher significance in the planning of classroom literacy and reading practices, which are assessed by the end of the text.
DOI: 10.6084/m9.figshare.14281269
title: RELATIONSHIPS BETWEEN THE PUBLIC AND PRIVATE SECTORS OF EARLY CHILDHOOD EDUCATION IN PORTUGAL

description: ABSTRACT: This article deals with the policies of Early Childhood Education in Portugal, highlighting the role of the State both as a promoter of public policies that aim to consolidate the right to education, as well as an advocate and driving force of the privatization dynamics of Early Childhood Education. From the analysis of official documents (1997-2018) and a case study, the research reveals that the State devised the system Education and Care and set differentiated policies and strategies for the provision, funding and governance of nurseries and kindergartens. It also indicates that, over the past decades, the relationships between the public and the private sector have been marked by neoliberal and third-way orientations that aim to reformulate existing networks, consolidate partnerships, redefine or introduce new regulation and funding processes, and propel the presence of new private sector players. Finally, we discuss the effects of these policies on children's rights, the democratization and equality in education.
DOI: 10.6084/m9.figshare.11804241.v1
title: READING PRACTICES, GENRES AND SUPPORTING READING MATERIAL IN THE FAMILY ENVIRONMENT THROUGH THE CHILDREN’S PERSPECTIVE IN A LITERACY CLASS

description: ABSTRACT: This article analyzes reading practices in the family environment of children in a second-grade class at a municipal elementary school in Porto Alegre/RS, as well as the texts and material used by the children. This study is situated in the fields of literacy and reading, under social, cultural, linguistic and pedagogical approaches. For data production, discussions involved children in focal groups, and all meetings were recorded in the field journal. The analysis of the data identified the most recurrent reading practices present in the axes: variety of reading material and reading practices indicated by the children, role of the child-reader within the family environment, children’s perspective regarding genres and reading material. It was established that the children referred more to the reading material than to the genre, and this result is of higher significance in the planning of classroom literacy and reading practices, which are assessed by the end of the text.
DOI: 10.6084/m9.figshare.14281269.v1
title: RELATIONSHIPS BETWEEN THE PUBLIC AND PRIVATE SECTORS OF EARLY CHILDHOOD EDUCATION IN PORTUGAL

description: ABSTRACT: This article deals with the policies of Early Childhood Education in Portugal, highlighting the role of the State both as a promoter of public policies that aim to consolidate the right to education, as well as an advocate and driving force of the privatization dynamics of Early Childhood Education. From the analysis of official documents (1997-2018) and a case study, the research reveals that the State devised the system Education and Care and set differentiated policies and strategies for the provision, funding and governance of nurseries and kindergartens. It also indicates that, over the past decades, the relationships between the public and the private sector have been marked by neoliberal and third-way orientations that aim to reformulate existing networks, consolidate partnerships, redefine or introduce new regulation and funding processes, and propel the presence of new private sector players. Finally, we discuss the effects of these policies on children's rights, the democratization and equality in education.