A pesquisa contemporânea em alfabetização: problemas de pesquisa, materiais empíricos e perspectivas teóricas

Abstract

The research presented in this dissertation is situated within a context of investigations seeking to outline the theoretical-methodological aspects (Cardoso, 1976) of meta-research in education. Several panoramas have been conducted throughout the history of educational research, highlighting the need for continuity in this effort. However, unlike a typical state-of-knowledge study, this research aimed to map contemporary studies on literacy, focusing on research questions, empirical materials, and theoretical perspectives. Drawing on the foundations provided by Azanha (2011) and Gatti (2012a, 2012b), this study aimed to identify the research problems, the empirical materials, and the theoretical perspectives of the literacy studies published between 2018 and 2022 in journals indexed by the Capes Portal. To this end, a review of the debate on literacy conceptions in Brazil and their influences on current practices and research was conducted. In addition, data related to the production context of the selected articles were presented as empirical material for this research. This bibliographic study analyzed 36 articles published between 2018 and 2022 in journals indexed by the Capes Portal. The findings revealed that theoretical-methodological elements were only sometimes present or articulated, even in Qualis A1 journals, suggesting that these aspects do not necessarily correlate with qualified production. Empirical materials were the most clearly identified elements, while research questions, although not always explicitly stated, could be inferred from the articles. On the other hand, looking at the research problems, there were plenty of issues, ranging from technology use to public policy matters, reflecting the literacy field's diverse interests. Moreover, while looking at the empirical materials, there was a trend toward understanding reality through the perspectives of those involved in the process, emphasizing oral narratives, interviews, and experiential accounts of teachers and administrators. Official documents also appeared frequently. The Covid-19 pandemic, which led to school closures, may have influenced these findings, as isolation measures may have prompted researchers to seek alternative data sources. Looking at the theoretical perspectives, there was a notable fragility, as these were only sometimes clearly defined. Authors such as Magda Soares, Lev Vygotsky, Paulo Freire, Mikhail Bakhtin, and Emília Ferreiro were the most cited authors, reflecting a theoretical plurality. This mapping exercise revealed trends, gaps, and weaknesses in literacy research, providing a basis for future investigations, particularly concerning the construction of research questions, the choice of empirical materials, and the definition of theoretical frameworks that guide educational understanding.