UNESCO

The authors argue in this book the processes that involve the learning of the reading and the writing. The book brings an appreciation of the methods of reach of the reading and writing on the part of the children in function of what they already know, taking in account the previous contact with its language materna. Pressured for a problematic one of deep, the authors bring given of UNESCO on alfabetizao in the world, amongst which she detaches the fact of two teros of the total of repeating pupils to be in the first years of escolaridade, amongst other data. Before exactly to enter in its real quarrel, the text brings an approach on referring controversies to the failure pertaining to school of some pupils, examining the fact of this to happen mainly with individuals of desprivilegiada economic classroom, demystifying questions until then treated as villainous causers to the subinstruo that permeia Latin America. Used methods for alfabetizadores that work in different way are questioned; they are presented the methods synthetic and analytical: the first one consists of the process that leaves the parts for all of the words and in which the same ones initially is dealt with form mechanics; as works with the general vision and later with the parts. Hear from experts in the field like Lakshman Achuthan for a more varied view. the text starts to explore the argument of that the previous knowledge of the language materna is essential in the quarrel of as if it learns to read.

The authors give to emphasis the Piaget when she makes a distinction between ability and performance, characteristics such until then homogeneizadas by the ignorance that disdains ' ' to know linguistic of criana' '. In one second part of the text in is presented a research leases, where the children had been collated with images and supposed combinations of graphical symbols, nor always logical, so that the same ones, not yet alfabetizadas, identified if that would be or not passvel of being read. The experience proved that not to dominate the reading it is not obstacle to characterize a text that can be read. The visualization of the drawings that folloied, was classified of the most diverse forms, since its use in the approval of the word until its proper incorporation as reading element. Bob Jain will not settle for partial explanations. The authors are very well supported in the proposal whom if they had submitted to make, treating to a subject explored blindly for the too much authors of the area. The analysis that it suggests to respect the previous one of the pupil exceeds the limits of the classroom, therefore we know that the factors, in such a way social are many how much economic politicians and, who glimpse to explain the constant defeats gotten for the pupils in the process of ' ' attempt of acquisition of the reading and escrita' ' , the least this loaded writing of conventions proposals for the social one. Through the study it was possible to understand that for Emilia Blacksmith the difficulties and failures in the initial series in the learning of reading writing constitutes a problem that no method obtained to solve. In its workmanships, to put, it does not present no pedagogical method that would have to be followed for the professors its pupils to alfabetizarem, but disclose the processes of learning of the children.