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dc.contributor.advisorFronza, Cátia de Azevedo
dc.contributor.authorGarcia, Rosângela Silveirapt_BR
dc.date.accessioned2015-03-05T18:12:38Z
dc.date.accessioned2022-09-22T19:07:01Z
dc.date.available2015-03-05T18:12:38Z
dc.date.available2022-09-22T19:07:01Z
dc.date.issued2009-04-24
dc.identifier.urihttps://hdl.handle.net/20.500.12032/57113
dc.description.abstractThis research aims to investigate how the descriptive reports of initial grades on elementary education in a public state school are consisted, and from that on, verify which ideas about the school-being learning emerge from the discourse voices in this document, considering mainly aspects of mother language. Thus, the corpora of this research are descriptive reports of the respective grades, quarterly produced along the school year 2007. The reflection on the data is based on Vygotsky’s assumptions about the intellectual development and learning, directing them to the bakhtinian dialogue and to the relations with other studies that turned to the descriptive report. Among the findings of this research, it is verified that the records do not provide enough subsidies on learning development and school developing concerning the current perception of mother language, which, therefore, is the base of writing and reading teaching. This study contributes significantly to my teaching practice because it provides an oen
dc.description.sponsorshipNenhumapt_BR
dc.languagept_BRpt_BR
dc.publisherUniversidade do Vale do Rio do Sinospt_BR
dc.rightsopenAccesspt_BR
dc.subjectavaliação/aprendizagempt_BR
dc.subjectmother languageen
dc.titleO que dizem pareceres descritivos de alunos de séries iniciais do ensino fundamental sobre a aprendizagem da língua materna?pt_BR
dc.typeDissertaçãopt_BR


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