Propostas e práticas de alfabetização em uma turma de segundo ano do ensino fundamental no município de Vila Velha/ES
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Data
2012-05-07
Autores
Stieg, Vanildo
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Editor
Universidade Federal do Espírito Santo
Resumo
This research is configured of a study-case, which main hypothesis was the idea that
the use of the term or perspective of literacy, by the official discourse (MEC),
represented the possibility of conciliation between the constructivists ideas and the
ones defended by the followers of the “old” literacy methods, both for what is about
literacy practices and to what refers to the field of political decisions as well. Having
such hypothesis as background, two actions were developed: a) a field research that
aimed at analyzing the alphabetization practices (in time of literacy) that have been
concretized throughout the school year of 2010, in a second grade group of the
public municipal elementary school in the city of Vila Velha, State of Espírito Santo;
and b) a discussion about the literacy proposals that were admitted and proclaimed
by the official discourse (MEC), in the period between 1990-2009, intending to verify
how and for what political purpose(s) such discourse treated and/or has been treating
the teaching of reading and writing and nowadays it is characterized as literacy?
Regarding the investigation developed concerning the teacher’s practices, it is
inferred that our research hypothesis was partially proved, because only in the period
of recovering learning, in the end of the school year, that it is possible to observe the
teacher working with the children the activities that are referred to the work with
words. Those activities goals were to work the gaps identified (by the Teacher) in the
literacy process, that is, in the domain of the alphabetic writing. This moment, the
work developed indicated that there is activities/proposals maintenance arising from
the way the constructivists think about teaching and learning. However, it was not
observed, as proposed by the phonic method defenders, the systematic work with
syllables and phonemes. Regarding the analysis of the MEC official speech our
hypothesis is proved in its totality, because it is seen during the decades of 2000-
2010, from north to south of Brazil, acceptances of constructivist literacy proposals
and the ones based on the phonic method, by the Federal, State and municipal
realms. The presence of literacy perspective conciliations in our country helps us
think that MEC treated (has been treating) the teaching of reading and writing, in
literacy times, as a product, as goods. Why? Just by the fact of being consistent with
the intentionality of the world economy about our school/country. Until 2022 Brazil
needs to prove that has complied (more) one of the main items of the neoliberal
agenda, that is: to present to all instances of the world economy a Ideb 6, 0. A
quantitative objective/data that seems not to have any improvements for the Brazilian
school, since it was not proclaimed, by the official speech, in the beginning of the
previous decade. Literacy fit perfectly in this direction, because it intends to form
minimally readers and writers, enough so that they do the evaluations that may put
the Brazilian businessman in evidence before the world economy discussions. In this
context it is idealized, through literacy, the constitution of literate functional.
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Palavras-chave
Educational policy , Alphabetization , Literacy , Política educacional