Aprendizagem inicial da língua escrita na perspectiva dos projetos de letramento
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Data
2020-02-18
Autores
Costa, Andreia Aparecida Suli da
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Universidade Estadual Paulista (Unesp)
Resumo
Historicamente, o processo de alfabetização foi marcado por embates acerca dos métodos. Recentemente, no cenário político atual, reacenderam-se as discussões sobre esta questão pela aposta no resgate ao método fônico como solução para os problemas na aprendizagem da língua escrita no Brasil (MORTATTI, 2019). Por outro lado, compreendendo a alfabetização como um construto amplo, que abarca muitas e variadas facetas, tais como a linguística, a interativa e a sociocultural (SOARES, 2016), parece pertinente a integração de todas elas nesse processo. A alfabetização e o letramento precisam acontecer de maneira interligada, em contextos legítimos de uso da língua. Assim, em minha prática docente como alfabetizadora me questionava como proporcionar um processo de alfabetização que articulasse as diferentes facetas da língua escrita de maneira significativa? Ou ainda, de que maneira favorecer o ensino das correspondências grafofônicas, essenciais ao processo de alfabetização, sem incorrer na volta dos métodos “tradicionais”, e que, ao mesmo tempo, integrasse práticas escritas autênticas? E mais, nesse processo, como valorizar a autoria das crianças, suas vivências e saberes? Em outras palavras, como promover uma alfabetização pautada na discursividade, que fosse significativa e com sentido? Para tentar responder a essas questões, nessa pesquisa, elegi como proposta de intervenção a construção de um projeto de letramento (KLEIMAN, 2000) com alunos do 2º ano da rede municipal de Cerqueira César, com o objetivo de repensar o ensino inicial da língua escrita a partir de práticas alfabetizadoras autênticas e significativas, que contribuíssem para um processo de alfabetização pautado na discursividade, no diálogo, na criticidade e na interação. Dessa forma, desenvolvi com as crianças o projeto Era outra vez que culminou na produção de um kit com dois livros que recontam a história da Cinderela, tradicional e contemporânea, bem como quatro jogos de linguagem que trabalham habilidades metafonológicas relevantes para a alfabetização, além de um livro destinado aos educadores narrando a trajetória do projeto. Apoiada nos pressupostos da pesquisa narrativa (CLANDININ e CONNELLY, 2011), tendo como materiais para análise diários reflexivos, semanários, entrevistas, registros de atividades dos alunos, entre outros, foi possível refletir que houve avanços na apropriação do sistema de escrita alfabética, na leitura e também no desenvolvimento do discurso pelas escritas dos participantes da pesquisa, além de demonstrarem, ao longo do projeto, crescente autonomia, criticidade e senso democrático. Ademais, o papel da professora como agente de letramento mostrou-se em evidência, enaltecendo essa função como propulsora do aprendizado. A organização e condução do projeto contribuíram para o resgate da autoria docente, além de instaurar uma relação não hierárquica de ensino e aprendizagem, mas sim integradora da comunidade escolar.
Historically, the alphabetizing process has been marked by clashes about methods. Recently, in the current political scenario, discussions on this issue have been rekindled by betting on the rescue of the phonic method as a solution to problems in learning written language in Brazil (MORTATTI, 2019). On the other hand, understanding alphabetizing as a broad construct that encompasses many and varied facets, such as linguistic, interactive and socio-cultural (SOARES, 2016), it seems pertinent to integrate them all in this process. Alphabetizing and literacy need to happen in an interconnected way, in legitimate contexts of language use. So, in my teaching practice as an alphabetizing teacher, I was wondering how to provide an alphabetization process that articulated the different facets of the written language in a meaningful way? Or, how can to favor the teaching of graphophonic correspondences, essential to the alphabetizing process, without incurring the return of “traditional” methods, while integrating authentic written practices? And more, in this process, how to value the authorship of children, their experiences and knowledge? In others words, hoe to promote an alphabetizing bases on discursiveness that was meaningful? To try to answer these questions, in this research, I chose as intervention proposal the construction of a literacy project (KLEIMAN, 2000) with students of the 2nd year of the municipal network of Cerqueira César, with the aim of rethinking the initial teaching of the written language based on authentic and meaningful literacy practices, that contributed to a process of alphabetizing based on discursiveness, dialogue, criticality and interaction. Thus, I developed with the children the Project Once again that culminated in the production of a kit with two books that recount the Cinderella’s history, traditional and contemporary, as well as four language games that work on metaphonological skills relevant to alphabetizing, besides a book destined to the educators narrating the Project trajectory. Based on the assumptions of narrative research (CLANDININ and CONNELLY, 2011), having as materials of analysis daily reflective, weekly, interviews, student activity records, among others, it was possible to reflect that there were advances in the appropriation of the alphabetic writing system, in reading and also in the development of discourse by the writings of the research participants, besides demonstrating, throughout the project, increasing autonomy, criticality and democratic sense. In addition, the teacher’s role as a literacy agent was evident, extolling this function as a driver of learning. The organization and conduct of the project contributed to the rescue of teaching authorship, besides establishing a nonhierarchical relationship of teaching and learning, but integrating the school community.
Historically, the alphabetizing process has been marked by clashes about methods. Recently, in the current political scenario, discussions on this issue have been rekindled by betting on the rescue of the phonic method as a solution to problems in learning written language in Brazil (MORTATTI, 2019). On the other hand, understanding alphabetizing as a broad construct that encompasses many and varied facets, such as linguistic, interactive and socio-cultural (SOARES, 2016), it seems pertinent to integrate them all in this process. Alphabetizing and literacy need to happen in an interconnected way, in legitimate contexts of language use. So, in my teaching practice as an alphabetizing teacher, I was wondering how to provide an alphabetization process that articulated the different facets of the written language in a meaningful way? Or, how can to favor the teaching of graphophonic correspondences, essential to the alphabetizing process, without incurring the return of “traditional” methods, while integrating authentic written practices? And more, in this process, how to value the authorship of children, their experiences and knowledge? In others words, hoe to promote an alphabetizing bases on discursiveness that was meaningful? To try to answer these questions, in this research, I chose as intervention proposal the construction of a literacy project (KLEIMAN, 2000) with students of the 2nd year of the municipal network of Cerqueira César, with the aim of rethinking the initial teaching of the written language based on authentic and meaningful literacy practices, that contributed to a process of alphabetizing based on discursiveness, dialogue, criticality and interaction. Thus, I developed with the children the Project Once again that culminated in the production of a kit with two books that recount the Cinderella’s history, traditional and contemporary, as well as four language games that work on metaphonological skills relevant to alphabetizing, besides a book destined to the educators narrating the Project trajectory. Based on the assumptions of narrative research (CLANDININ and CONNELLY, 2011), having as materials of analysis daily reflective, weekly, interviews, student activity records, among others, it was possible to reflect that there were advances in the appropriation of the alphabetic writing system, in reading and also in the development of discourse by the writings of the research participants, besides demonstrating, throughout the project, increasing autonomy, criticality and democratic sense. In addition, the teacher’s role as a literacy agent was evident, extolling this function as a driver of learning. The organization and conduct of the project contributed to the rescue of teaching authorship, besides establishing a nonhierarchical relationship of teaching and learning, but integrating the school community.
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Palavras-chave
Alfabetização, Letramento, Comunicação escrita