Marcas da trajetória do ensino da escrita: o Pacto Nacional pela Alfabetização na Idade Certa como objeto de reflexão

Abstract

Considering that writing emerges, historically, from a human need for printed records, one can infer that, since its emergence, writing has served the demands of the human being in its relationship with itself, with others and with society. Writing is reached through a need or to meet social demands. The need for records was fundamental in producing an eminent and complete tool such as writing (FISCHER, 2009). Understanding the emergence of writing and the need of its teaching, in a historical perspective, implies therefore understanding initially what constitutes writing. This understanding allows articulating conceptions of teaching and learning to write and signs for the formation and practice of literacy teacher. Such joints marked the discussion on teaching and learning to write regardless of contexts and time. We take as an inspiring array of this work, the emergence of writing, the teaching of writing in the context of Latin America and in the Brazilian context. We have as a main objective to investigate historical marks of the trajectory of the teaching of writing in the National Literacy Program at the right age. Specifically from an exploratory study based on analysis of documents, the Portuguese language books in the year 2013. The data and its analysis reveal the presence in Portuguese language books, framing marks of the teaching of writing: the need to record, the social function of the writing and the need for the teaching of writing and its democratization. So that learning is significant, it is recommended the pedagogical practice of the literacy teacher using everyday texts, lists of words, memorization and repetition. Therefore, these brands, though, reissued every time, the speech and the perceptions people have about them line up to multiple subjects and their culture.