A alfabetização sob o enfoque histórico-crítico: contribuições didáticas
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Data
2017-08-31
Autores
Dangió, Meire Cristina dos Santos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa representa um desdobramento da necessidade didático-pedagógica da pesquisadora — em sua condição de professora alfabetizadora e formadora de professores alfabetizadores —, pela apropriação de conhecimentos científicos acerca do ensino da leitura e da escrita numa perspectiva crítica de educação. À vista desta necessidade, empreendemos uma investigação teórico-conceitual fundamentada na psicologia histórico-cultural e na pedagogia histórico-crítica, cujos objetivos foram: investigar as articulações entre o desenvolvimento da linguagem oral e da linguagem escrita, desvelando o alcance abstrativo desse processo; identificar os fundamentos psicológicos e linguísticos requeridos à alfabetização; e corroborar com a formação de professores, apontando conteúdos imprescindíveis para o trabalho com a língua materna. Guiamo-nos pela hipótese de que a secundarização, pelas teorias pedagógicas hegemônicas (em especial as construtivistas), do ensino dos conteúdos linguísticos fundamentais para a apropriação da escrita, conduziu a uma negação dos mesmos, condicionando a aprendizagem da escrita pela criança a um repertório verbal próprio e circunscrito à vida cotidiana — em detrimento dos elementos linguísticos mais elaborados e requeridos pelo sistema de escrita. Diante do apresentado pelo aporte teórico-conceitual constitutivo desta investigação, concluímos ser de fundamental importância o resgate do ensino de conteúdos imprescindíveis à apropriação desse instrumento cultural complexo que é a escrita. E, visando contribuir com o atendimento desta demanda, elaboramos três princípios didáticos requeridos a uma prática pedagógica histórico-crítica, que, por seu fundamento dialético, supera o movimento pendular entre, ora determinado método de alfabetização, ora outro. Com tais proposições, esperamos auxiliar o professor no desempenho de sua tarefa como alfabetizador, ciente de que os domínios da leitura e da escrita se impõem como lastro de todo o percurso de escolarização, isto é, como dispositivo básico do qual dependerão os demais processos de aprendizagem que compõem o universo escolar e a vida, no seio da cultura.
This research represents an unfolding of the researcher's didactic-pedagogical necessity - in her condition as literacy-teacher and literacy-teacher trainer, by means of the appropriation of scientific knowledge about the teaching of reading and writing through a critical perspective of education. In view of this necessity, we embarked a theoretical-conceptual investigation based on the historical-cultural psychology and on the historical-critical pedagogy, whose aims were: to investigate the links between the development of oral language and written language, exhibiting the abstractive reach of this process; to identify the psychological and linguistic foundations required to literacy; and to support teaching training, pointing indispensable contents in the work with mother tongue. We were guided by the hypothesis which states that the teaching of major linguistic contents' second place, established by hegemonic pedagogic theories (notably the constructivist one), to the writing appropriation conducted to the rejection of these contents, conditioning the child's learning of writing to a personal and limited to daily life verbal repertoire, rather than more sophisticated linguistic elements, which are required by the writing system. In light of what is shown by the research's theoretical-conceptual basis, we concluded to be of paramount importance the rescue of teaching of contents that are crucial to the appropriation of writing, which is a complex cultural instrument. Aiming to contribute to fulfilling this demand, we elaborated three didactic principles required to a historical-critical teaching practice, which, due to its dialectic foundation, overcome the commuter movement between using one certain literacy method at one time, and another one at another time. With these propositions we expected to assist literacy-teachers when performing their tasks, knowing that the writing and reading domains assert themselves as ballast of the schooling process as a whole, that is to say, as a basic device from which the other learning processes that compose the school universe and life, within culture, will surface.
This research represents an unfolding of the researcher's didactic-pedagogical necessity - in her condition as literacy-teacher and literacy-teacher trainer, by means of the appropriation of scientific knowledge about the teaching of reading and writing through a critical perspective of education. In view of this necessity, we embarked a theoretical-conceptual investigation based on the historical-cultural psychology and on the historical-critical pedagogy, whose aims were: to investigate the links between the development of oral language and written language, exhibiting the abstractive reach of this process; to identify the psychological and linguistic foundations required to literacy; and to support teaching training, pointing indispensable contents in the work with mother tongue. We were guided by the hypothesis which states that the teaching of major linguistic contents' second place, established by hegemonic pedagogic theories (notably the constructivist one), to the writing appropriation conducted to the rejection of these contents, conditioning the child's learning of writing to a personal and limited to daily life verbal repertoire, rather than more sophisticated linguistic elements, which are required by the writing system. In light of what is shown by the research's theoretical-conceptual basis, we concluded to be of paramount importance the rescue of teaching of contents that are crucial to the appropriation of writing, which is a complex cultural instrument. Aiming to contribute to fulfilling this demand, we elaborated three didactic principles required to a historical-critical teaching practice, which, due to its dialectic foundation, overcome the commuter movement between using one certain literacy method at one time, and another one at another time. With these propositions we expected to assist literacy-teachers when performing their tasks, knowing that the writing and reading domains assert themselves as ballast of the schooling process as a whole, that is to say, as a basic device from which the other learning processes that compose the school universe and life, within culture, will surface.
Descrição
Palavras-chave
Alfabetização, Desenvolvimento psíquico, Psicologia histórico-cultural, Pedagogia histórico-crítica, Literacy, Psychic development, Historical-cultural psychology, Historicalcritical pedagogy