Alfabetizar letrando: para além dos conceitos e das práticas. Um estudo sobre o que pensam professoras alfabetizadoras

Abstract

The increasing imposition of the issue of literacy compels the panorama of concerns in the contemporary world scenario. Investments and public initiatives aimed at confronting and overcoming illiteracy rates among children, young people and adults in Brazil and in the world are intended to draw attention to the problem. These investments and initiatives reaffirm the importance acquired by political-cultural representations and practices about literacy in the discussion of rights, especially of the popular strata (FERRARO, 2003; FARIA FILHO, 1998). The discussion about the learning of reading and writing is fundamentally related to the understanding of the need and the ever-existing use of writing in society (THOMAS, 2005) and, more specifically, the ways in which literacy, given the complexity of the study, defines the schooling of writing (COOK-GUMPERZ, 1991; VINÃO FRAGO, 1993; GRAFF, 1994; MAGALHÃES, 1996). In relation to the Brazilian case there is a movement of reflections about how literacy and its effectiveness gains body in the 80's (MORTATTI, 2000; FRADE, 2003). From the profusion of studies and discussions of this decade, the contributions of reading studies are gaining ground (SOARES, 2001, 2004, 2014, KLEIMAN, 1995, 2016, ROJO, 1998, 2009 and GONTIJO, 2014). The maturation of the discussions around literacy and reading has led to the emergence of the literacy reading concept, object of the present study. In this perspective, we intend to investigate, from a descriptive exploratory study inspired by the principles of action-research, as literacy teachers characterize the proposal of literacy reading, taking as initial categories the conceptions of literacy, reading and literacy reading. The results show that, within the scope of the investigated subjects, literacy and reading concepts pass between characteristics, aspects and propositions that are based on memories and personal experiences related to the pedagogical practice. By virtue of this, it can be seen that the understanding of literacy reading is organized around the pedagogical practice. Literacy reading discourse seems to provide a place where it is possible to recognize what is specific to literacy and to reading in a movement of reflection that is organized beyond one and the other field.