O novo e o velho na alfabetização: diálogos possíveis

Abstract

This study about the innovations and contradictions (of the old and the new) in and for literacy in the 9th (9th) year Primary School, ains to answer the following question: What discussions and innovations have been assumed and publicized in regard to literacy processes in the I Elementary School Cycle of 09 (nine) years, after Law nº 11.274 / 2006? What do the interlocutors of the theme say, and what do students of initial formation understand about this process? The objective of this study is te analyze and compare the understandings of literacy and innovation (the new and the old), highlighting the changes and contradictions that remain despite the changes in legislation and the reflections that have been made. It is a qualitative research, with bibliographic support, from the state of knowledge and documentary type. First of all, we enter into the studies that deal with this training particularity available in SciELO's scientific base, and in the sequence we seek the understandings indicated in reports on the compulsory curricular Pedagogy Course of the training, held in the First Cycle of Elementary Education (1st to 3rd year). In order to give cover to the above, we enter the studies of Mortatti (2006), Smolka (1993), Lemle (2007), Freire (2000, 2011, 2012) and the Curricular Proposal of Santa Catarina (1998), among others that deal with the discussions literacy and its historical challenges. Educational processes are seen by innovation researchers as something historical and circumstantial, such as studies by Messina (2001), Carborell (2002), Isaia, Bolzan and Maciel (2009), Imbernón (2010) and Leite, Genro and Braga ( 2011). As results, we highlight the dichotomy between the legal requirements and the commitments assumed by the State, as a provider of rights, with the social network and school units. In addition, there is the lack of dialogue between universities, schools and literacy teachers, which makes this partnership fragile; there is also a gap between production, training, and literacy experiences, wich shows how far apart we are from each other. There is, therefore, a need of new organizational movements, new resumeés, new methodologies, new learning possibilities, which have been and are being required, since the six-year-old child became a student of the first year on elementary school, and the question follows: what can we do?