Alfabetização e letramento: em busca de práticas pedagógicas viabilizadoras da construção da escrita

Abstract

The general purpose of this study is to investigate educational practices regarding the literacy process in order to elaborate notes on literacy teachers’ education. The specific purposes are to comprehend teachers’ educational practices for the advance of the literacy process considering the relationship between speech and writing in students’ written language acquisition; to analyze how educational interventions are done regarding the context of text production in the literacy process for autonomous writing; and to comprehend teachers’ strategies of their students’ written texts’ correction, while they are acquiring literate writing skills. Its development was motivated by the search for a better theoretical understanding of the literacy process, which could support more consistently educational practices in the classroom. The main theoretical references for literacy are Soares (1998; 2003; 2014; 2021), Ferreiro and Teberosky (1986; 1999) and Ferreiro (1986; 2010; 2017). In terms of methodology, this research is of a qualitative approach, based on the method of research-action (THIOLLENT, 2011). The participant subjects were two first year students of a municipal primary school in the city of São José dos Campos, São Paulo State. The analysis was of data of literacy classroom activities. The results point to various specific characteristics regarding attempts of methodization of the literacy process and the contextualization as a fundamental element for children’s significant learning, leading to an alfaletramento (literacy process based on significant learning) which considers them protagonists of the learning process