Alfabetização e letramento no 5º Ano do Ensino Fundamental: problemas de aprendizagem e proposta de intervenção
Carregando...
Arquivos
Data
2021-02-23
Autores
Leite, Leandro Butier
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, ao longo da história, o fracasso perante os processos de alfabetização e letramento evocam problemas relacionados a uma escola que parece não ser eficiente no ensino da língua materna, fato que implica uma troca recorrente de paradigmas teóricos para se estabelecer uma mudança no cenário educacional brasileiro, mesmo sem o consenso de especialistas no assunto. Tendo isso em vista, procuramos, nesta pesquisa, desenvolvida no âmbito do ProfLetras, responder a seguinte questão: como compreender melhor o processo de alfabetização buscando refletir sobre formas de interferir no trabalho pedagógico de modo mais consciente, responsável e incisivo, apoiados em referenciais teóricos, considerando como diferencial, o período que compreende a etapa final dos anos iniciais do Ensino Fundamental? Dessa forma, o estudo recorre à teoria da “Psicogênese da escrita”, exposta por Emília Ferreiro e Ana Teberosky (1985), aos trabalhos mais recentes de Magda Soares (2004, 2016), e à perspectiva da teoria Fonológica (ADAMS, 2004 e MORAIS, 2012, 2019). A pesquisa teve como objetivo, mais especificamente, diagnosticar e analisar o processo de aprendizagem da escrita, por alunos que não foram alfabetizados, ou plenamente alfabetizados, e já cursam o 5º ano do Ensino Fundamental. Para tanto, foram elaboradas sondagens diagnósticas iniciais de modo a revelar a realidade de alunos de um contexto específico, oriundos de uma escola municipal da cidade de Porto Feliz (SP). Mediante os resultados analisados, foi apresentada uma proposta de intervenção (DAMIANI, 2012), embasada na pesquisa de Morais (2012, 2019) e Soares (2016, 2020), buscando entrelaçar a perspectiva psicogenética com a fonológica e observando pressupostos de uma vertente sociocognitivista. Desta forma, adotamos a abordagem metodológica quanti-qualitativa observando a proposta conceitual da pesquisa do tipo intervenção (DAMIANI, 2012) para delinear este trabalho. A partir deste estudo, foi possível observar a relevância de práticas dialógicas que possam promover reflexões sobre a parte fonológica da língua e como tais reflexões são importantes no processo de alfabetização. Por fim, este trabalho apresenta uma proposta interventiva para sala de aula observando os problemas linguísticos levantados durante a pesquisa, sem deixar de destacar o letramento ressaltando a perspectiva social interativa.
In Brazil, throughout history, failure in the face of literacy and literacy processes evokes problems related to a school that does not seem to be efficient in teaching the mother tongue, a fact that implies a recurrent exchange of theoretical paradigms to establish a change in the scenario Brazilian educational system, even without the consensus of experts on the subject. With this in mind, we seek, in this research, developed within the scope of ProfLetras, to answer the following question: how better understand the literacy process seeking to reflect on ways to interfere in the pedagogical work in a more conscious, responsible and incisive way, supported by theoretical references, considering as a differential, the period that comprises the final stage of the initial years of Elementary School? Thus, the study uses the theory of “Psychogenesis of writing”, exposed by Emília Ferreiro and Ana Teberosky (1985), the most recent works by Magda Soares (2004, 2016), and the perspective of phonological theory (ADAMS, 2004 and MORAIS, 2012, 2019). The research aimed, more specifically, to diagnose and analyze the writing learning process, by students who were not literate, or fully literate, and are already in the 5th year of elementary school. To this end, initial diagnostic surveys were prepared in order to reveal the reality of students from a specific context, from a municipal school in the city of Porto Feliz (SP). Through the analyzed results, an intervention proposal (DAMIANI, 2012) was presented, based on the research of Morais (2012, 2019) and Soares (2016, 2020), seeking to intertwine the psychogenetic perspective with the phonological one and observing the assumptions of a socio-cognitive aspect. In this way, we adopted the quantitativequalitative methodological approach, observing the conceptual proposal of the intervention-type research (DAMIANI, 2012) to outline this work. From this study, it was possible to observe the relevance of dialogic practices that can promote reflections on the phonological part of the language and how such reflections are important in the literacy process. Finally, this work presents an interventionist proposal for the classroom, observing the linguistic problems raised during the research, while highlighting the literacy, emphasizing the interactive social perspective.
In Brazil, throughout history, failure in the face of literacy and literacy processes evokes problems related to a school that does not seem to be efficient in teaching the mother tongue, a fact that implies a recurrent exchange of theoretical paradigms to establish a change in the scenario Brazilian educational system, even without the consensus of experts on the subject. With this in mind, we seek, in this research, developed within the scope of ProfLetras, to answer the following question: how better understand the literacy process seeking to reflect on ways to interfere in the pedagogical work in a more conscious, responsible and incisive way, supported by theoretical references, considering as a differential, the period that comprises the final stage of the initial years of Elementary School? Thus, the study uses the theory of “Psychogenesis of writing”, exposed by Emília Ferreiro and Ana Teberosky (1985), the most recent works by Magda Soares (2004, 2016), and the perspective of phonological theory (ADAMS, 2004 and MORAIS, 2012, 2019). The research aimed, more specifically, to diagnose and analyze the writing learning process, by students who were not literate, or fully literate, and are already in the 5th year of elementary school. To this end, initial diagnostic surveys were prepared in order to reveal the reality of students from a specific context, from a municipal school in the city of Porto Feliz (SP). Through the analyzed results, an intervention proposal (DAMIANI, 2012) was presented, based on the research of Morais (2012, 2019) and Soares (2016, 2020), seeking to intertwine the psychogenetic perspective with the phonological one and observing the assumptions of a socio-cognitive aspect. In this way, we adopted the quantitativequalitative methodological approach, observing the conceptual proposal of the intervention-type research (DAMIANI, 2012) to outline this work. From this study, it was possible to observe the relevance of dialogic practices that can promote reflections on the phonological part of the language and how such reflections are important in the literacy process. Finally, this work presents an interventionist proposal for the classroom, observing the linguistic problems raised during the research, while highlighting the literacy, emphasizing the interactive social perspective.
Descrição
Palavras-chave
Alfabetização, Letramento, Consciência Fonológica, Práticas Sociais