Discursos pela Alfabetização: uma investigação dos sentidos em disputa

Abstract

The purpose of this research is to analyze the discursive disputes for literacy. For this, sought to establish the difference between the processes of littering and literacy, clarifying their specificities and highlighting the relationship between these two conceptions of learning, according to the most varied positions of authors in the field. In this dissertation, it was discussed, through a historical remembrance, how the teaching of the written language in the first years of schooling has been carried out, according to the different theoretical perspectives projected in methodized knowledge and practice. Even, the object of this writing was to reactivate the contingency meanings of the discourses produced in scientific-academic articles, in the last nineteen years, which deal with the process of littering and literacy. For this goal, the SciELO electronic library was used as a search platform, which contains a selected collection of works at the national level from the perspective of different theoretical conceptions. This work is articulated to the post structural perspective and dialogues with the field of Curriculum in a discursive approach, in view of the dispute of meanings in its condition of provisionality and precariousness. Regarding the methodology, this research is anchored in a theoretical-strategic review based on the theoretical incorporations of Alice Lopes and Elizabeth Macedo of the Discourse Theory of Ernesto Laclau and Chantal Mouffe in order to rethink the notion of curriculum and politics, so important to this analysis. The theoretical-empirical discussion, based on the notions of empty and floating signifiers is dedicated to reactivating other meanings that cross discursive constructions through literacy. Among the reactivated signifiers in this analysis are: time, teacher education, assessment, practice and a conception of literacy. As main points, it was highlighted: the impossibility of a total closure of the meanings that dispute place in the curricular documents, the transitory character of the meanings and the constant attempt to stop the meanings of certain signifiers. Concluding the investigation, it was argued that it is impossible to define a curriculum that can be able to give the final word in the literacy process and the power of reactivating the meanings that permeate the texts to understand other demands in the discursive field investigated