A alfabetização de crianças muito diferenciadas

Abstract

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The work-study reported here has the proposal of answering teaching-learning situations faced by teachers and students at the critical moment of teaching of reading. It was originated from the awareness and the existence of a problem-situation in a first grade class (CBI), whose peculiarities, needed a qualitative abordage: an action project with case study characteristics, with foundations related to the conceptions of changes inside the school reality. At the methodological boundaries phases experienced in the process are presented, including procedures for data collect and leadings to their posterior analysis, in a longitudinal study with the students and diagnostical assessments involving several features of childlike development which were determiners of the evolution observed on the children. In the search of alternative didactic procedures that could help in the task of teaching of reading, different conceptions of the process were analised, with more emphasis to the aspects inherent to the social-historical conception of writing, according to Vygotsky's school and authors that based their work on his reference. In the investigation process, emphasis was given to the importance of the school life for the 7-year-old child and the teaching of reading role in the introductory phase to the scholarly universe, as well to the interactions occurring inside the school. These, in their turn, it could be concluded, must be full of meanings to the child and must be the spotlight of teacher's non-stopping attention. In this context, the humanization process that characterizes the human kind and the elements culturally produced, transmissible from generations to generation, assumed great importance. The establishment of different categories to complement the conceptual levels found by Luria/Vygotsky in the achievement of the written language, from the reading of authors that based themselves on the social-historical...