Os livros do programa Alfabetiza Tchê: uma análise das propostas de produção escrita para os 1º e 2º anos do ensino fundamental

Abstract

This dissertation, entitled “The books of the Alfabetiza Tchê Program: an analysis of the written production proposals for the 1st and 2nd years of Elementary School”, aimed to analyze the books Reading and Writing Trails of the Alfabetiza Tchê Program, seeking to problematize the written production activities of this teaching material. The research focused on the following question: “How is the work with writing presented in the collection of books Reading and Writing Trails of the Alfabetiza Tchê Program, used by literacy teachers of the 1st and 2nd years of Elementary School in the State of Rio Grande do Sul?” This study, of a qualitative nature, adopted as methodological approaches Bibliographic Research, Documentary Research, and State of Knowledge Research, with data analysis guided by the Content Analysis technique, as proposed by Bardin (1977). Within the Bibliographic Research, authors such as Cagliari (1998), Mortatti (2006) and Frade (2007) were mobilized to discuss literacy in Brazil, interspersed with literacy methods. The theoretical framework on the Alphabetic Writing System (SEA) was based on Morais (2005), Leal and Morais (2010), Ferreiro (2017) and Soares (2023). The Psychogenesis of Written Language was addressed from Ferreiro and Teberosky (1999) and the concept of Literacy, based on Soares (2004, 2009), Kleiman (2005) and Gadotti (2005). Regarding writing and text production in the early years, the contributions of Antunes (2003), Costa Val (2006), Dutra (2011) and Moraes (2009) stood out. The Documentary Research analyzed guiding documents for national education, with an emphasis on the most recent literacy policies, such as the National Curricular Parameters (PCN), the National Education Plan (PNE), the National Common Curricular Base (BNCC) and the Gaucho Curricular Reference (RCG) for the Writing axis in the first two years of schooling, pointing out advances and criticizing the guidelines established by the documents, in addition to programs aimed at literacy, such as the current National Commitment to Literate Children (CNCA) and the Alfabetiza Tchê Program, in which the central aspects of this new educational policy are presented, which was consolidated as the CNCA territorial policy in the State of Rio Grande do Sul. The State of Knowledge Survey allowed us to map recent academic literature on the program, demonstrating the extent to which this research approaches, diverges from, and advances existing literature on the Alfabetiza Tchê Program. Finally, after document analysis of the books Reading and Writing Trails from the Alfabetiza Tchê Program regarding writing proposals for the 1st and 2nd grades of elementary school, two thematic categories emerged. The first category includes writing activities guided by a traditional teaching approach, and the second includes those that place learning as a central element in the process of constructing written language, identified, respectively, as: i) Writing from a traditional teaching perspective: activities focused on filling in gaps, copying and repetition; and ii) Writing under construction: activities aimed at meaningful learning. Given the above and having organized the material based on these two axes, based on the way the proposals approach writing, it was found that the activities that still rely on a traditional conception of learning are characterized by mechanical and repetitive exercises, which prioritize filling in gaps without encouraging reflection on the exercise, with copying words and phrases, with memorizing letters and syllables and with carrying out decontextualized tasks, which often do not demonstrate a clear communicative function for writing. It was observed that these proposals do not encourage reflection on the functioning of the alphabetic system, nor do they value the hypotheses that children formulate throughout the literacy process. This characteristic contrasts with more meaningful and contextualized proposals, also present in the analyzed material. Among the most significant findings in the second category, the use of proper names, lists, spontaneous writing, and games stand out. Although the material still contains traditional exercises, there is a clear emphasis on activities that promote social interaction and give meaning to writing. In this context, the research reaffirms the importance of teachers adopting a critical stance toward the teaching material, rethinking school practices that still reproduce outdated models of writing instruction, often disconnected from students realities. Therefore, it is concluded that, despite the observed limitations, the material has the potential to contribute to the literacy process, provided it is mediated reflectively and intentionally by the teacher. Based on the results obtained, the findings of the research will be shared through a digital flipbook, which will be delivered to the 15th Regional Department of Education (CRE) of the municipality of Erechim, in order to provide support for the reflection of literacy teachers in the state network who use the books Reading and Writing Trails of the Alfabetiza Tchê Program.