Perspectivas de alfabetização e letramento no ensino fundamental de nove anos

Abstract

The orientation of this research is based on the following research problem: How has the nineyear extension policy of primary education been characterized in terms of literacy? And as a general objective it was outlined: To investigate how literacy are characterized from the policy of extending primary education to nine years. It sought to analyze the history, concepts and conception of literacy in line with the legislation concerning the extension of primary education to nine years with the entry of children at six years of age. Understanding literacy as distinct processes, but that need to be related, are historical, cultural and social constructions. Understanding and literacy requires the recognition of historically constituted educational processes as well as forms of human development and acquisition of learning. The theoretical contributions to the reflections on literacy are based on Soares (2003, 2004), Kleiman (2005), Mortatti (2004, 2008), Frago (1993), and about human development Vigotski (2007), Luria (1992; 2012) and Rego (2011). Also legislation relevant to education, especially to elementary education, through Laws and Opinions at Federal and State level helped in the discussions. From the perspective of this analysis, we sought to know how literacy are characterized by the expansion of nine-year primary education through the analysis of the Political-Pedagogical Projects and Study Plans of three schools belonging to the state education system of Rio Grande do Sul, the schools are located in the city of Erechim. In order to carry out the research, a qualitative research approach was chosen, with documentary, bibliographic analysis and data compilation through the content analysis proposed by Bardin (2014) as ways of studying, analyzing and reflecting on the documents that were searched. With the realization of this research, it was possible to perceive that the legislation that constitutes the history of fundamental education of nine years, presents the existence of a range of laws, ordinances, opinions, and guidelines on its implementation. In relation to literacy, programs and guidelines have been and are being built by national and state education organs that seek to organize the pedagogical practices to be developed by school institutions. The programs mainly focus on the training of literacy teachers. With regard to the Political-Pedagogical Projects and the Study Plans of the surveyed schools follow the federal and state guidelines concerning to elementary education. But they point to few elements related to literacy, which demands the need of teachers, in their practices, to offer and ensure that processes are suitably developed to the reality and need of the students.