{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/1304"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/1304","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"A importância dos métodos de alfabetização para a formação psicopedagógica","abstract":"The learning process is the study of psychopedagogy object, while this knowledge area seeks to understand, among other things, how the individual acquires reading and writing to be inserted in school environment. Based on the institutional framework of educational psychopedagogy, this study focuses on the notes of institutional psychologists. In this sense, the article presented here is a field research, which has a main objective to investigate the literacy methods known to these professionals. From this prospective, will participate in the survey five institutional psychologists in the city of João Pessoa. The instrument was a questionnaire with seven questions that dealt with the use and perception of psychologists towards literacy methods. The results indicated that despite psychologist understand and recognize the importance of teaching methods for institutional psych-pedagogic performance, they did not show kno wledge of teaching methods as cited constructivism as a method well with were unable to identifly specific methods to meet certain difficulties, not taking into account that each child is a unique being in the learning process because they have their individuality and this may requise specific and differentiated strategies of the to be literate. Finally, it is concluded that the knowledge about literacy methods is essential for psycho-pedagogical action with regard to the performance of teacher’s guidelines for the realization of curricular adaptations for children with learning difficulties.","abstract_html":"The learning process is the study of psychopedagogy object, while this knowledge area seeks to understand, among other things, how the individual acquires reading and writing to be inserted in school environment. Based on the institutional framework of educational psychopedagogy, this study focuses on the notes of institutional psychologists. In this sense, the article presented here is a field research, which has a main objective to investigate the literacy methods known to these professionals. From this prospective, will participate in the survey five institutional psychologists in the city of João Pessoa. The instrument was a questionnaire with seven questions that dealt with the use and perception of psychologists towards literacy methods. The results indicated that despite psychologist understand and recognize the importance of teaching methods for institutional psych-pedagogic performance, they did not show kno wledge of teaching methods as cited constructivism as a method well with were unable to identifly specific methods to meet certain difficulties, not taking into account that each child is a unique being in the learning process because they have their individuality and this may requise specific and differentiated strategies of the to be literate. Finally, it is concluded that the knowledge about literacy methods is essential for psycho-pedagogical action with regard to the performance of teacher’s guidelines for the realization of curricular adaptations for children with learning difficulties.","abstract_has_math":false,"creators":["Góes, Fernanda Karla Fernandes da Silva"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-09-27","date_published":"2016-09-27","updated_at":"2026-07-24T01:18:10Z","subjects":["Aprendizagem","Métodos de alfabetização","Psicopedagogia institucional"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/1304","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Góes, Fernanda Karla Fernandes da Silva"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-09-27T19:30:12Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-27T19:30:12Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-09-27"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Aprendizagem","Métodos de alfabetização","Psicopedagogia institucional"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/1304"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["O processo de aprendizagem é o objeto de estudo da Psicopedagogia, onde esta enquanto área de conhecimento busca compreender, entre outras coisas, como o sujeito adquire a leitura e a escrita ao ser inserido no ambiente escolar. Partindo do referencial da psicopedagogia institucional, o presente estudo foca nos apontamentos dos psicopedagogos institucionais. Neste sentido, o artigo ora apresentado trata-se de uma pesquisa de campo, que tem como objetivo geral investigar os métodos de alfabetização conhecidos por esses profissionais. Partindo deste olhar, participaram da pesquisa 5 psicopedagogas institucionais da cidade de João Pessoa-PB. O instrumento utilizado foi um questionário estruturado com sete questões que versam sobre a utilização e percepção dos psicopedagogos para com os métodos de alfabetização. Os resultados indicaram que apesar das psicopedagogas entenderem e reconhecerem a importância dos métodos de ensino para a atuação psicopedagógica institucional, as mesmas não demonstraram domínio sobre estes métodos, pois citaram o construtivismo como um método bem com não souberam identificar os métodos específicos para atender determinadas dificuldades, não levando em conta que cada criança é um ser único em processo de aprendizagem, pois possuem suas individualidades e dessa forma podem necessitar de estratégias específicas e diferenciadas uma das outras para ser alfabetizadas. Por fim, conclui-se que o conhecimento a cerca dos métodos de alfabetização é indispensável para a atuação psicopedagógica no que diz respeito à realização de orientações aos professores visando a execução de adaptações curriculares para crianças que apresentam dificuldades de aprendizagem."]},{"key":"dc:description.abstract","label":"Abstract","values":["The learning process is the study of psychopedagogy object, while this knowledge area seeks to understand, among other things, how the individual acquires reading and writing to be inserted in school environment. Based on the institutional framework of educational psychopedagogy, this study focuses on the notes of institutional psychologists. In this sense, the article presented here is a field research, which has a main objective to investigate the literacy methods known to these professionals. From this prospective, will participate in the survey five institutional psychologists in the city of João Pessoa. The instrument was a questionnaire with seven questions that dealt with the use and perception of psychologists towards literacy methods. The results indicated that despite psychologist understand and recognize the importance of teaching methods for institutional psych-pedagogic performance, they did not show kno wledge of teaching methods as cited constructivism as a method well with were unable to identifly specific methods to meet certain difficulties, not taking into account that each child is a unique being in the learning process because they have their individuality and this may requise specific and differentiated strategies of the to be literate. Finally, it is concluded that the knowledge about literacy methods is essential for psycho-pedagogical action with regard to the performance of teacher’s guidelines for the realization of curricular adaptations for children with learning difficulties."]},{"key":"dc:title","label":"Title","values":["A importância dos métodos de alfabetização para a formação psicopedagógica"]}]}],"canonical_facts":{"dc:creator":["Góes, Fernanda Karla Fernandes da Silva"],"dc:date.accessioned":["2016-09-27T19:30:12Z"],"dc:date.available":["2016-09-27T19:30:12Z"],"dc:date.issued":["2016-09-27"],"dc:description":["O processo de aprendizagem é o objeto de estudo da Psicopedagogia, onde esta enquanto área de conhecimento busca compreender, entre outras coisas, como o sujeito adquire a leitura e a escrita ao ser inserido no ambiente escolar. Partindo do referencial da psicopedagogia institucional, o presente estudo foca nos apontamentos dos psicopedagogos institucionais. Neste sentido, o artigo ora apresentado trata-se de uma pesquisa de campo, que tem como objetivo geral investigar os métodos de alfabetização conhecidos por esses profissionais. Partindo deste olhar, participaram da pesquisa 5 psicopedagogas institucionais da cidade de João Pessoa-PB. O instrumento utilizado foi um questionário estruturado com sete questões que versam sobre a utilização e percepção dos psicopedagogos para com os métodos de alfabetização. Os resultados indicaram que apesar das psicopedagogas entenderem e reconhecerem a importância dos métodos de ensino para a atuação psicopedagógica institucional, as mesmas não demonstraram domínio sobre estes métodos, pois citaram o construtivismo como um método bem com não souberam identificar os métodos específicos para atender determinadas dificuldades, não levando em conta que cada criança é um ser único em processo de aprendizagem, pois possuem suas individualidades e dessa forma podem necessitar de estratégias específicas e diferenciadas uma das outras para ser alfabetizadas. Por fim, conclui-se que o conhecimento a cerca dos métodos de alfabetização é indispensável para a atuação psicopedagógica no que diz respeito à realização de orientações aos professores visando a execução de adaptações curriculares para crianças que apresentam dificuldades de aprendizagem."],"dc:description.abstract":["The learning process is the study of psychopedagogy object, while this knowledge area seeks to understand, among other things, how the individual acquires reading and writing to be inserted in school environment. Based on the institutional framework of educational psychopedagogy, this study focuses on the notes of institutional psychologists. In this sense, the article presented here is a field research, which has a main objective to investigate the literacy methods known to these professionals. From this prospective, will participate in the survey five institutional psychologists in the city of João Pessoa. The instrument was a questionnaire with seven questions that dealt with the use and perception of psychologists towards literacy methods. The results indicated that despite psychologist understand and recognize the importance of teaching methods for institutional psych-pedagogic performance, they did not show kno wledge of teaching methods as cited constructivism as a method well with were unable to identifly specific methods to meet certain difficulties, not taking into account that each child is a unique being in the learning process because they have their individuality and this may requise specific and differentiated strategies of the to be literate. Finally, it is concluded that the knowledge about literacy methods is essential for psycho-pedagogical action with regard to the performance of teacher’s guidelines for the realization of curricular adaptations for children with learning difficulties."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/1304"],"dc:language.iso":["pt"],"dc:subject":["Aprendizagem","Métodos de alfabetização","Psicopedagogia institucional"],"dc:title":["A importância dos métodos de alfabetização para a formação psicopedagógica"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:10Z"}