As práticas pedagógicas de professores alfabetizadores: o que dizem as produções científicas?

Abstract

The objective of this paper is to analyse some research and publications on the teaching practices of literacy teachers in the state of Rio Grande do Sul in the 10-year period between 2012 and 2022. The study aims to identify and investigate which pedagogical practices have been used by literacy teachers in the last 10 years, by reviewing data from a state of knowledge research using dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). Therefore, an on-line bibliography of a qualitative nature has been carried out on the above-mentioned site. In order to conduct this study, a State of the Knowledge research was carried out from a search made by three descriptors, such as: Teaching practices, literacy and Rio Grande do Sul. It was possible to add or exclude some of the dissertations found by reading the title, abstract and also the keywords present in each dissertation. Since then, authors like Lima (2012), Cheruti (2015), Cruz (2022), Machado (2020), Silveira (2016) and Martinez (2016) have been discovered. Moreover, during the field research it has been possible to identify inconsistencies in the definition of the objectives of the first year, in other words, there is no clarity about the skills to be developed in this period and the schools or the sponsor have not defined such points to be followed yet, which is reflected in the restlessness and insecurity of the teachers in the classroom, in the late use of the resources offered and in the existence of gaps between theory and practice/language and pedagogical practice. The assessment practices observed do not present the educational actions, which refer to the process of the pupil for the planning of new educational actions and which will be supported by the monitoring protocol of the child. There has also been recognition of the need for schools to have a differentiated approach to the in-service training of classroom teachers, as they are key figures at this stage of education. Besides that, the development of meaningful and playful teaching strategies has been shown to ensure effective learning for the students involved in this process. From these few studies that exist on this subject, it has been observed the gap and the need for a close look at this very important stage of the Brazilian education that are the early years, thus reaffirming the importance of this work of Course Completion (TCC).