Aquisição da escrita alfabética em escolas democráticas: implicações epistemológicas e educacionais
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2021-03-26
Autores
Sasso, Bruna Assem [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Dentre os relatos que existem a respeito da Escola Democrática de Summerhill, na Inglaterra, é possível observar muitas críticas e más interpretações que são decorrentes de desconhecimento. Para que isso não seja reproduzido quanto às escolas democráticas no Brasil, o objetivo deste trabalho se engendrou em compreender a aquisição da língua escrita alfabética em escolas com proposta democrática que se desenvolvem no Brasil. Partimos dos seguintes questionamentos: nas escolas democráticas no Brasil, o trabalho em relação à língua escrita vai ao encontro das escolas tradicionais (em um sentido de transmissão) ou da psicogênese da língua (de construção)? Existe um questionamento sobre a passividade que os métodos tradicionais trazem sobre a percepção? Se houver, de que forma? Lidam com a língua escrita como ato reflexivo conceitual? Como as Escolas Democráticas têm enfrentado esse problema? Quais seriam as atividades/estratégias que propiciariam às escolas democráticas a aquisição da escrita alfabética? Nossa hipótese permeava a ideia de que as propostas de atividades pedagógicas para as classes de alfabetização, que acontecem em ambientes democráticos, ocorrem de acordo com uma metodologia ativa e coerente que, embora não seja o construtivismo, vão ao encontro das conjecturas da Teoria de Piaget, dados os seus princípios. As escolas participantes foram duas, localizadas no estado de São Paulo, sendo a primeira no âmbito particular, na capital, e a segunda, no âmbito público, no interior do mesmo estado. O estudo desenvolvido se caracteriza como de caso qualitativo, e contou com duas visitas a cada uma das instituições participantes. Devido ao contexto pandêmico instaurado pela Covid-19 em 2020, não nos foi possível realizar outras visitas presenciais, essas substituídas, portanto, pelo formato remoto para a coleta de dados, originando uma análise específica acerca desse momento. As análises bibliográfica, empírica e dos materiais coletados conduziram-nos às seguintes conclusões: 1) houve distorções na disseminação das teorias de Piaget e de Emilia Ferreiro no Brasil, de modo que o saber conceitual se tornou método de ensino, causando reducionismos e consequentes más interpretações de suas pretensões e apresentações, e a aquisição da língua escrita, reflexo da atribuição do fracasso escolar ao construtivismo; 2) as escolas tradicionais e as escolas democráticas diferenciam-se quanto à visão da criança, visto que, enquanto as primeiras a consideram como um adulto em miniatura, passiva, receptora e ignorante, as segundas, como sujeito criativo e ativo cujos raciocínio, valores e julgamentos morais se distinguem do adulto e precisam ser reconhecidos e respeitados, revelando, a segunda escola, princípios que se assentam nos pressupostos rousseaunianos e que se correlacionam com a epistemologia genética; 3) os professores não desempenham o papel de mediadores, mas de interlocutores, tutores, auxiliadores, das crianças; 4) a participação das famílias se faz crucial para a formação verdadeira de cidadãos e para e na continuação do trabalho desenvolvido no contexto educacional no sentido de se ter sujeitos ativos; 5) as crianças mostram o caminho natural de desenvolvimento por terem a oportunidade de pensar e fazer em relação à língua e em sua expressão escrita, não ao encontro do que acontece em escolas tradicionais ou em um sentido de transmissão conhecimento (desse vindo de fora), mas no sentido de construção e reconstrução. Além disso, destacamos o elo entre a primeira e segunda escolas, e como os professores dessas instituições veem a questão do convívio do tradicional (que concebe o indivíduo como passivo, o conhecimento como imediato e advindo da percepção) com a psicogênese. Por fim, a questão da interação se destacou nos dados coletados, possibilitando-nos, inclusive, reflexões decorrentes do motivo de escolherem Emilia Ferreiro dentre tantos autores que abordam a temática da língua escrita.
Among the reports that exist about the Summerhill Democratic School in England, it is possible to observe many criticisms and misinterpretations that are the result of ignorance. In order to prevent this from being reproduced regarding democratic schools in Brazil, the objective of this work was to understand the acquisition of the alphabetic written language in schools with democratic proposals that are developed in Brazil. We started from the following questions: In democratic schools in Brazil, does the work in relation to the written language respond to the traditional schools (in a transmission meaning) or the psychogenesis of language (meaning of construction)? Is there a questioning about the passivity that traditional methods bring on perception? If so, in what way? Do they deal with written language as a conceptual reflective act? How have Democratic Schools dealt with this problem? What would be the activities/strategies that would enable democratic schools to acquire alphabetic writing? Our hypothesis permeated the idea that the proposals of pedagogical activities for literacy classes, which take place in democratic environments, occur according to an active and coherent methodology that, although not constructivism, meet the conjectures of Piaget's Theory, given its principles. The participating schools were two, located in the state of São Paulo, the first being private, in the capital, and the second, public, in the interior of the same state. The study developed is characterized as a qualitative case study, and included two visits to each of the participating institutions. Due to the pandemic context established by Covid-19 in 2020, it was not possible for us to make other in-person visits, these were replaced, therefore, by the remote format for data collection, originating a specific analysis about this moment. The bibliographic and empirical analyses, and also the analysis of the collected materials led us to the following conclusion: 1)There were distortions in the dissemination of Piaget's and Emilia Ferreiro's theories in Brazil, so that conceptual knowledge became a teaching method, causing reductionism and consequent misinterpretations of its pretensions and presentations, and the acquisition of the written language, a reflection of the attribution of school failure to constructivism; 2) traditional schools and democratic schools differ in their view of the child, since, while the former consider the child as a passive, receptive and ignorant adult in miniature, the latter as a creative and active subject whose reasoning, values and moral judgments are different from those of adults and need to be recognized and respected; 3) the teachers don't play the role of mediators, but of interlocutors, tutors, helpers, of the children; 4) the participation of the families is crucial for the true formation of citizens for and in the continuation of the work developed in the educational context in the sense of having active subjects; 5) the children show the natural path of development by having the opportunity to think and do in relation to the language and its written expression, not in the sense of what happens in traditional schools or in a sense of knowledge transmission (this coming from outside), but in the sense of construction and reconstruction. Furthermore, we highlight the link between the first and second schools, and how teachers from these institutions see the issue of the coexistence of the traditional (which conceives the individual as passive, knowledge as immediate and coming from perception) with psychogenesis. Finally, the issue of interaction stood out in the data collected, allowing us to reflect on why they chose Emilia Ferreiro among so many authors who address the acquisition of written language.
Among the reports that exist about the Summerhill Democratic School in England, it is possible to observe many criticisms and misinterpretations that are the result of ignorance. In order to prevent this from being reproduced regarding democratic schools in Brazil, the objective of this work was to understand the acquisition of the alphabetic written language in schools with democratic proposals that are developed in Brazil. We started from the following questions: In democratic schools in Brazil, does the work in relation to the written language respond to the traditional schools (in a transmission meaning) or the psychogenesis of language (meaning of construction)? Is there a questioning about the passivity that traditional methods bring on perception? If so, in what way? Do they deal with written language as a conceptual reflective act? How have Democratic Schools dealt with this problem? What would be the activities/strategies that would enable democratic schools to acquire alphabetic writing? Our hypothesis permeated the idea that the proposals of pedagogical activities for literacy classes, which take place in democratic environments, occur according to an active and coherent methodology that, although not constructivism, meet the conjectures of Piaget's Theory, given its principles. The participating schools were two, located in the state of São Paulo, the first being private, in the capital, and the second, public, in the interior of the same state. The study developed is characterized as a qualitative case study, and included two visits to each of the participating institutions. Due to the pandemic context established by Covid-19 in 2020, it was not possible for us to make other in-person visits, these were replaced, therefore, by the remote format for data collection, originating a specific analysis about this moment. The bibliographic and empirical analyses, and also the analysis of the collected materials led us to the following conclusion: 1)There were distortions in the dissemination of Piaget's and Emilia Ferreiro's theories in Brazil, so that conceptual knowledge became a teaching method, causing reductionism and consequent misinterpretations of its pretensions and presentations, and the acquisition of the written language, a reflection of the attribution of school failure to constructivism; 2) traditional schools and democratic schools differ in their view of the child, since, while the former consider the child as a passive, receptive and ignorant adult in miniature, the latter as a creative and active subject whose reasoning, values and moral judgments are different from those of adults and need to be recognized and respected; 3) the teachers don't play the role of mediators, but of interlocutors, tutors, helpers, of the children; 4) the participation of the families is crucial for the true formation of citizens for and in the continuation of the work developed in the educational context in the sense of having active subjects; 5) the children show the natural path of development by having the opportunity to think and do in relation to the language and its written expression, not in the sense of what happens in traditional schools or in a sense of knowledge transmission (this coming from outside), but in the sense of construction and reconstruction. Furthermore, we highlight the link between the first and second schools, and how teachers from these institutions see the issue of the coexistence of the traditional (which conceives the individual as passive, knowledge as immediate and coming from perception) with psychogenesis. Finally, the issue of interaction stood out in the data collected, allowing us to reflect on why they chose Emilia Ferreiro among so many authors who address the acquisition of written language.
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Palavras-chave
Educação, Epistemologia genética, Escolas democráticas, Língua escrita, Construtivismo, Education, Genetic epistemology, Democratic schools, Written language, Constructivism