Desafios da Alfabetização: uma reconsideração sobre as práticas pedagógicas.

Abstract

The process of literacy is an action that guarantees the subject the initial and basic knowledge for the acquisition of reading and writing, however, is not enough to meet the social needs that modern society demands. At this juncture, it is questioned why literacy is the subject of successive changes, based, above all, on the high rates of school failure? This question is the guiding source for this research, in seeking to understand why the school finds it so difficult to form students capable of constructing their own knowledge as participatory and critical subjects in society. In this context, the paper aims to show that literacy literacy is the most effective process to develop competent and critical citizens in what they do, since, from their practices, it addresses the whole social context in which the child is inserted. For this, the studies, presented here, are based, especially in the theoretical contributions of DIAS (2001), when describing the synthetic and analytical methods, FERREIRO and TEBEROSKY (1999), with the Psicogênese of the written language, MORTATTI (2008), and The history of literacy in Brazil, SOARES (2017) and KLEIMAN (2007) as scholars on literacy. As for the methodological procedure, the bibliographic research was adopted, with a descriptive and exploratory character under a qualitative approach. The results obtained in this research indicate that literacy must be based on the assumption that literacy is not only teaching reading and writing, through a method that the booklet proposes, but to train students who are critical and capable of interacting in society. In this context it is necessary to provide students with ways to consciously and consistently learn the mechanisms of knowledge appropriation that enable them to act critically in their social space.