Alfabetização e letramento nas escolas do campo de Concórdia : o que dizem os cadernos dos alunos do primeiro ano.

Abstract

The different historical, social, cultural, economic and political contexts mark the historical trajectory of education, through conceptual and methodological changes, specifically associated with the pedagogical practices that involve Initial Reading Instruction and literacy. In the same way, Field Education (EdoC) is historically traversed by these transformations, evidencing a not too distant past in which education was left apart by the realization that the literate world was not necessary to the subject that belonged to this space. Thus, the study has as a research problem the following question: What conceptions of Initial Reading Instruction and literacy are present in the activities recorded in the notebooks of the first year students of the Field Schools with multisite classes? The general objective is to identify the conceptions of Initial Reading Instruction and literacy present in the first year students' notebooks, multisseries classes in the field, in the municipality of Concórdia – SC. It establishes as specific objectives (i) to identify the place of Initial Reading Instruction and literacy throughout history, (ii) to contextualize the Field Education historically, placing the Schools of the Municipal Public Network of Concordia in their historical, sócial and cultural aspects , and (iii) to understand the importance of Initial Reading Instruction and literacy in Field Education in the school's multisite class schools. This is a qualitative, documentary research, based on the analysis of the activities recorded in the first year students' notebooks, in the period of 2015, 2016 and 2017. The twenty notebooks collected are students from five field schools, from multi - grade classes, enrolled in the Concordia - SC municipal school network. The analysis of students' notebooks is based on the Content Analysis method proposed by Bardin (2011). In order to do so, a theoretical contribution was sought in Soares (1995), Cagliari (2005), Kleiman (2008), Mortatti (2006), Rego (2011), Luria (2005), Vygotsky (2003), Caldart (2003), Guedini (2017), Kolling, Cerioli and Caldart (2002), Gritti (2003), Romanelli (2013), Molina (2015), Souza (2012), Concordia (2004), Vendramini (2004), Paim (2006), Amador (2015), Ferreira (1996), among others. Considering the research carried out, it was possible to perceive that the concern with the specificities of Initial Reading Instruction is most often dissociated from the social practice, it points out as fundamental in the Field Education perspective the contextualization of activities relating them to the uses and functions of writing and reading, in the literacy context, emphasizing that the understanding of Initial Reading Instruction needs to go beyond reductions in order to increase the possibilities of reading and writing. Keywords: Initial Reading Instruction. Literacy. Field Education