A Comparison Between Two Investigative Experiences in Literacy: Brazil and Germany

dc.creator	Claudia Rosa Riolfi
dc.creator	Diana Schuler
dc.creator	Valdir Heitor Barzotto
dc.date	2010-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:40Z
dc.date.available	2015-07-20T22:22:40Z
dc.identifier	1517-9869
dc.identifier	1981-8106
dc.identifier	https://doaj.org/article/b78d85a62e8f4800b33d5fc1b1819224
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20756
dc.description	Our object is the registers of diagnostic evaluations carried out by literacy teachers. We are interested in discovering which knowledge they use to register the child’s state of art. We questioned which are the abilities and knowledge to be mastered by a professional who wants to register the articulation made by the child concerned to theabilities, attitudes and knowledge necessary in order to write. Therefore, we have analyzed written registers of diagnostic evaluation that were collected in two different places: a municipal school in São Paulo and a state school in Berlin. Data analysis hasshown that the Brazilian teacher does not register any descriptive or analytic comment. She limits herself to the previously established application checking grill. Even in the German school, which preserves the students’ scholar memories, the teacher’s notesare generic and imprecise, not completely useful to share information about the child with other professionals. Thus we have concluded that the diagnostic evaluations would be more pedagogically useful and fuller of sense in a school considered as a place to do research.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Education Departament and Post-Graduation Program in Education of Biosciences Institute of São Paulo State University
dc.relation	http://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/2995/2701
dc.relation	https://doaj.org/toc/1517-9869
dc.relation	https://doaj.org/toc/1981-8106
dc.source	Educação : Teoria e Prática, Vol 20, Iss 34, Pp 133-150 (2010)
dc.subject	Literacy
dc.subject	Diagnostic evaluations
dc.subject	Teacher training.
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	A Comparison Between Two Investigative Experiences in Literacy: Brazil and Germany
dc.type	article