As facetas da alfabetização e do letramento: relações entre formação e práticas das professoras em Santa Luzia/MG

Abstract

This study aimed at comprehending: How a group of teachers from the Municipal Public Education System of Santa Luzia – Minas Gerais appropriated the knowledge acquired in the training experiences of Pró-Letramento and PNAIC, programs offered by the federal Government from 2007 and 2015, converting them into pedagogical practices for teaching written language, in the perspective of literacy, in classes of the first and second years of Fundamental Education? That is, how they integrate the three facets of reading and writing skills – linguistic, interactive and sociocultural? Which reading and writing conceptions are evinced by those teachers’ discourses and by the activities produced by them? The study is grounded on Magda Soares’ propositions on the reading and writing and literacy process and on the relevance of the continued training of teachers, discussed by Antônio Nóvoa and Paulo Freire. 21 teachers of first and second grades of Elementary Education of Public Municipal Education System of Santa Luzia, Minas Gerais participated of the study, chosen via a form, hosted at Google Forms, considering the following criteria: have participated of at least one of the following training experiences – PNAIC or Pró-Letramento-, to work as regent of a first or second grade class of Elementary Education in the year of the research, i. e., 2024 and to be willing to be collaborative on the research stages. In sequence, four focal groups were organized to discuss reading and writing skills, continued training and pedagogical practices, what allowed for comprehending which conceptions of reading, writing and literacy were present in the teachers’ speeches and what they conceive about the relevance of the continued trainings. Besides this, the teachers also provided a reading, writing and literacy activity worked at their classes in the first quarter of 2024, that is, prior to the beginning of the research. The data analysis evinced that the teachers understand the relevance of integrating the three facets, to allow for reading and writing skills in the perspective of literacy. However, the activities presented have indicated the predominance of the linguistic facet to the detriment of the skills of text comprehension and production and its use in the sociocultural context. The Educational Resource, resulting of the research, is a guideline for training meetings for reading and writing teachers, whose aim is to allow for the reflection upon the practice and the possibilities of a literacy work that also includes the interactive and sociocultural facets.