Perfil caligráfico e ortográfico de escolares após retorno as aulas presenciais em período de pandemia
Data
2024-06-14
Autores
Naitzke, Alina Flávia Corrêa 
Orientadores
Sá, Cristina dos Santos Cardoso de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A pandemia de COVID 19 repercutiu de diversas formas em nossas vidas trazendo muitos desafios a todos. Educacionalmente, a suspensão das aulas presenciais que, gradualmente foi retornando ao modo presencial em 2021, impactou diretamente no aprendizado de nossos estudantes. O objetivo deste estudo é avaliar o perfil caligráfico e ortográfico de escolares após retorno as aulas presenciais em período de pandemia. Participaram do estudo 50 crianças brasileiras da cidade de Santos, de ambos os sexos, com idades entre 9 e 10 anos, matriculadas no 4ºano do Ensino Fundamental I de Escolas Privadas. As crianças selecionadas foram divididas igualmente em 2 grupos: Grupo híbrido (presencial e remoto): manteve o estudo remoto e presencial, a partir do segundo semestre do ano de 2021 e Grupo somente presencial: manteve o estudo totalmente presencial, a partir do segundo semestre do ano de 2021. Os professores foram responsáveis pelo encaminhamento das crianças que participaram da pesquisa, e posteriormente responderam dois questionários referentes ao desempenho caligráfico e ortográfico de cada criança selecionada. Na rotina diária, o professor indicou o horário e local para que os protocolos de avaliação com as crianças fossem realizados. As crianças, individualmente, responderam um questionário sobre a qualidade de vida; e em grupo, realizaram atividades de escrita sob ditado, cópia e produção de texto a partir de figura ilustrativa. Os pais responderam um questionário de classificação socioeconômica. Nos resultados verificou-se que com relação a caligrafia e ortografia, a maioria dos professores não referiu queixas a respeito de desempenho de seus alunos, assim como, as crianças quanto a sua qualidade de vida. A avaliação da caligrafia através da escala de Lorenzini não apresentou diferenças significativas entre as modalidades de ensino Híbrida e Presencial. Com relação a ortografia não houve diferença significativa para os erros presentes no Ditado de Figuras e Produção Escrita nas modalidades de ensino. Os participantes da modalidade de ensino híbrido apresentaram diferença significativa para os erros Correspondência Fonema- Grafema dependente de regras (contexto ou de morfologia) e Ausência ou presença inadequada da acentuação nas provas de Ditado de Figuras e Produção Escrita. Os erros Ausência ou presença inadequada da acentuação na mesma modalidade também foram significativos para a Prova de Ditado de Palavras. Os professores não referiram queixas com relação a ortografia assim como, a escrita caligráfica independente da modalidade de ensino.
The COVID 19 pandemic has impacted our lives in many ways and brougt challenges to everyone. Educationally, the presential classes were suspended and gradually returned in 2021, they had a direct impact on our students' learning. The objective of this study is to evaluate the calligraphic orthography profile of students after returning to presential classes during the pandemic. The study included 50 brazilian children from the city of Santos, both sexes, aged between 9 and 10 years, enrolled in the 4th year of Elementary School I in Private Schools. The selected children were divided equally into 2 groups: hybrid and only presential. Hybrid group maintained remote and presential study, starting in the second half of 2021 and presential only group: maintained fully presential study, starting in the same period. The teachers were responsible for directing the children who participated in the research, and subsequently answered two questionnaires regarding the calligraphic and orthography performance of each selected child. In the daily routine, the teacher indicated the time and place for the assessment protocols with the children to be carried out. The child, individually, answered a questionnaire about quality of life; and in groups, they carried out writing activities under dictation, copying and producing text based on an illustrative figure. Parents completed a socioeconomic classification questionnaire. Regarding calligraphic and orthography, most of the teachers did not report complaints regarding their students' performance, nor did the children regarding their quality of life. The assessment of handwriting using the Lorenzini scale did not show significant differences between the Hybrid and In-person teaching modalities. Regarding spelling, there was no significant difference in the errors present in Picture Dictation and Written Production in the teaching modalities. Participants in the hybrid teaching modality showed a significant difference for the errors Phoneme-Grapheme Correspondence dependent on rules (context or morphology) and Absence or inadequate presence of accentuation in the Picture Dictation and Written Production tests. The errors Absence or inadequate presences of accentuation in the same modality were also significant for the Word Dictation Test. The teachers did not report complaints regarding spelling or calligraphic writing, regardless of the teaching modality.
The COVID 19 pandemic has impacted our lives in many ways and brougt challenges to everyone. Educationally, the presential classes were suspended and gradually returned in 2021, they had a direct impact on our students' learning. The objective of this study is to evaluate the calligraphic orthography profile of students after returning to presential classes during the pandemic. The study included 50 brazilian children from the city of Santos, both sexes, aged between 9 and 10 years, enrolled in the 4th year of Elementary School I in Private Schools. The selected children were divided equally into 2 groups: hybrid and only presential. Hybrid group maintained remote and presential study, starting in the second half of 2021 and presential only group: maintained fully presential study, starting in the same period. The teachers were responsible for directing the children who participated in the research, and subsequently answered two questionnaires regarding the calligraphic and orthography performance of each selected child. In the daily routine, the teacher indicated the time and place for the assessment protocols with the children to be carried out. The child, individually, answered a questionnaire about quality of life; and in groups, they carried out writing activities under dictation, copying and producing text based on an illustrative figure. Parents completed a socioeconomic classification questionnaire. Regarding calligraphic and orthography, most of the teachers did not report complaints regarding their students' performance, nor did the children regarding their quality of life. The assessment of handwriting using the Lorenzini scale did not show significant differences between the Hybrid and In-person teaching modalities. Regarding spelling, there was no significant difference in the errors present in Picture Dictation and Written Production in the teaching modalities. Participants in the hybrid teaching modality showed a significant difference for the errors Phoneme-Grapheme Correspondence dependent on rules (context or morphology) and Absence or inadequate presence of accentuation in the Picture Dictation and Written Production tests. The errors Absence or inadequate presences of accentuation in the same modality were also significant for the Word Dictation Test. The teachers did not report complaints regarding spelling or calligraphic writing, regardless of the teaching modality.
Descrição
Citação
NAITZKE, Alina Flávia Corrêa. Perfil caligráfico e ortográfico de escolares após retorno as aulas presenciais em período de pandemia. 2024. 110 f. Dissertação (Mestrado Interdisciplinar em Ciências da Saúde) - Universidade Federal de São Paulo, Instituto de Saúde e Sociedade, Santos, 2024.