Alfabetização na infância numa perspectiva crítica

Abstract

The present dissertation presents Critical Literacy as a relevant theme, since there are few studies in this perspective. Its general objective is to study the contributions of critical literacy in the childhood in public schools in the city of Barra Funda - RS. The specific objectives of the research are to build a historical panorama of literacy in Brazil, carrying out a dialogue between the concepts of critical literacy and childhood; investigate the historical trajectory of literacy in the Zandoná school through documentary analysis; understand what the educator managers of the continuing education group of the early years of the school conceive by critical literacy; analyze the challenges and contributions of critical literacy from childhood onwards; foster the promotion and development of critical literacy and share research results through a final product development. As a methodology, qualitative research was used, as well as bibliographic research, documental research and field research. The theoretical contribution is constituted, essentially, in Freire (1998, 2000, 2006, 2013, 2017, 2020); Freire and Guimarães (2011) and Freire and Macedo (2015) in the conception of critical literacy. In addition, it also brings the contributions of Mortatti (2011, 2013, 2014) and Soares (2021) as important references in the literacy process and in the field of childhood the contributions of Sarmento (2005, 2021) and Ariés (1991). Documentary research is carried out in the PPP, in the School Regulations and in the School's publications. The field research was carried out with the managers of the School and the municipality and with the educators who make up the continuing education group of the initial years of the Zandoná School. The data collection instruments are participant observation and a semi-structured interview. For the analysis of the collected data, the propositions brought by Bardan (2016) were used. The author proposes three moments that should be carried out in chronological order: pre- analysis, material exploration and treatment. As a result, advances in school culture were evidenced. Participation, inclusion, respect for diversity, democratic experience, child and youth protagonism, autonomy and creativity are advances evidenced in critical literacy work based on a humanizing educational proposal. The challenges are to expand the theoretical foundation of critical literacy, literacies, methodology in the specific sense of critical literacy and the consideration of these concepts in the School's PPP in articulation with humanizing education. In addition, facing hegemonic public educational policies, the need to strengthen the pedagogical identity and democratic management of the School are also challenges. The advances and challenges revealed are the contributions of this study to the educational field.