Percepções de sucesso e/ou de fracasso escolar na alfabetização/letramento: desafios e possibilidade

Abstract

Studying the occupations with success and failure in literacy means dealing with an inseparable process, which on a daily basis has seemed and/or appeared to be dissociated. Assuming that literacy means teaching and learning to read and write socially and make use of these processes with a view to citizenship, we define the general objective of this scientific initiation exercise as: to investigate, studies and reflections carried out with regard to successful experiences and /or failures that occur and/or result from this formative cycle, based on the research problem. What studies have been carried out on school success and failure, particularly with regard to the literacy learnedness perspective? Methodologically, we carried out an exploratory bibliographical research, also called by Ferreira (2002) as “state of knowledge”. The highlighted search, mobilized by specific search expressions, allowed us to locate 17 (seventeen) articles, from three online sources: CAPES, IBITC and ANPED located in the time frame 2000 to 2022. Of these, it is possible to highlight that there are restless young researchers, there are restless authors, who are primarily professionals in Pedagogy and in the area of Literature. The cataloged studies translate interfaces that connect the two discussions: literacy/learnedness, success/failure. Their inseparability could be better can be better understood in the articulation between the categories, which make explicit demands related to the initial and continued training of teachers, attention to good practices, understood as practices attentive to the needs and realities of children, the implementation of educational projects with materials and creative resources and the consideration of evaluation as a formative movement, as a pedagogical instrument. This leads us to understand that occupation with the themes and their links require permanent movements, if literacy/learnedness is a priority in public policies and educational practices.