Author(s)

Jáima Pinheiro de Oliveira¹, Ana Paula Zaboroski^2,3

¹Department of Special Education and the Program of Graduate Studies in Education from the Faculty of Philosophy and Science from the São Paulo State University (UNESP), Marília, Brazil.
²The State University of Central West (UNICENTRO), Irati, Brazil.
³Department of Education in Rio Azul, Rio Azul, Brazil.

This collaborative research aimed to assist the process of continuing education for educators, suggesting the permanent meeting of formation groups in service, with discussions on child development, language (oral and written) and its relation to basic literacy and the use of tools/resources to support these processes. Six teachers with higher degree and average age of 32 years old participated in this study. All six participants had experiences in basic literacy (varying from four to nine years). Their students that also participated in the study were from second and third grades, with an average of 22 students per classroom. The data collection were carried out through the Metatextual Intervention Program PRONARRAR (Oliveira & Braga, 2012) and through conducting workshops with teachers from dialogic activities aimed to verify the knowledge of these teachers on the acquisition and difficulties of language (oral and written), the link between language acquisition and basic literacy and the possibilities of support and resources in these processes in the school environment. After the research, the topics were discussed and thereafter proposed the use of PRONARRAR in classroom with, forming groups, in which the scribe should be alternated as the sessions were advanced. After 12 sessions, the analysis of the student productions displayed improvement, especially from the rise of parts of stories and their characteristics, indicating the understanding of these pupils about the constituent elements of the narrative. The macrolinguistic aspects also progressed, since the students wrote a paragraph for each part of the story. The intervention program was set as an alternative to the pedagogical practices geared to delay situations in the basic literacy process. It can also be considered as an alternative to an interdisciplinary work to support this process in the school environment.

Basic Literacy, Language Development, School Assistance, Teacher Training

de Oliveira, J. and Zaboroski, A. (2015) Interdisciplinary Practices along with the Basic Literacy Process: The Continuing Education Focused on Teachers. Creative Education, 6, 1815-1824. doi: 10.4236/ce.2015.617185.