Alfabetização e letramento no município de Marau: um desafio para alunos e professores

Abstract

This dissertation aims to investigate and analyze the teachers' conception of the literacy and reading process of students in the 1st and 2nd-grade classes of elementary schools in the municipality of Marau/RS. In this regard, the research aims to a) Describe the methodological path and the theoretical foundation developed during the investigative process; b) Conduct a literature review on teaching practices for literacy and reading in elementary education based on the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD) and Scientific Electronic Library Online (SciELO) for the period from 2019 to 2023; c) Understand the public programs for literacy teacher training, studying the historical context of continuous education policies in Brazil, up to the current literacy perspective; d) Identify the teaching practices of literacy teachers regarding literacy and reading; e) Propose, as an educational product, the organization of an in-service training material. The research problem arises from the reality in which the researcher is immersed, believing it to be important and relevant to understand the conception of literacy and reading among 1st and 2nd-grade teachers in the municipal education system, in the quest to improve the quality of life of children and adults involved in this teaching and learning process. This is a qualitative study that includes a bibliographic review through books, journals, articles, dissertations, theses on internet platforms, documentary research in official documents, and field research through questionnaires directed to literacy teachers of 1st and 2nd grades in the municipal education system of Marau/RS. The methodology used for data analysis was Discursive Textual Analysis (DTA) by Moraes and Galiazzi (2016) and Galiazzi and Sousa (2022). Based on the teachers' reports, the study identified four emerging categories: 1) Literacy and reading from the teachers' pedagogical practices, 2) Concrete activities for the development of literacy and reading, 3) Theoretical bases of pedagogical practice, and 4) Socialization and dialogue between theory and practice. After analyzing the data, it was possible to verify that the teacher's theoretical knowledge supports their pedagogical practice. The conclusion is that the teacher needs to know and understand the various theoretical foundations of literacy to build their pedagogical practices, ensuring a meaningful learning environment, fostering literacy and the reading process. The educational product of this research is the development of an in-service continuous training proposal, based on the theoretical foundations of the authors studied and the empirical research conducted with the teachers.