Concepções e práticas alfabetizadoras: uma visão das professoras do 1º e 2º ano das escolas públicas do município de Paraí/RS

Abstract

This dissertation investigated the conceptions of literacy present in the pedagogical practices of teachers in the 1st and 2nd grades of the public school system in the municipality of Paraí/RS. To do so, the following specific objectives were defined: conceptualize literacy methods in the historical context; understand how literacy processes develop; identify the literacy conceptions present in the pedagogical practices of teachers in the 1st and 2nd grades of the public elementary school system; document the pedagogical actions of literacy teachers; develop a guiding document with literacy principles for teachers in the 1st and 2nd grades of the elementary school. To achieve these objectives, a bibliographic research was conducted and a State of Knowledge was constructed to examine existing productions on the topic. This was carried out using two databases (Biblioteca Digital Brasileira de Teses e Dissertações and Scientific Electronic Library Online). The research in both databases resulted in a total of six studies on the subject, which were separated into three categories and analyzed. With that said, this study presented the following issue: what are the literacy conceptions present in the actions of teachers in the 1st and 2nd grades of public schools in the municipality of Paraí/RS? In light of this question, a qualitative research was chosen, which was carried out through the application of an online questionnaire and the observation of up to three classes taught by literacy teachers in Paraí/RS. Data analysis was conducted using Bardin's Content Analysis (2016). The main concepts were approached through authors who contributed to the theoretical discussion of this study, including: Kramer (2019), Tfouni (2006), Teale (1982), Kato (1986), Kleiman (1995), Frade (2005, 2007), Mortatti (2006), França (2008), Monteiro e Silva (2015), Ferreira et al. (2013), and Franco (2016). Upon concluding this research, it can be affirmed that the established objectives were achieved, as it is possible to perceive that both the traditional and critical-social conceptions of content underpin the pedagogical practices of teachers working in the 1st and 2nd grades in the municipality of Paraí/RS. Finally, the relevance of literacy teachers knowing the foundations of their practice is emphasized, as theory and practice go hand in hand.