Projetos de letramento: uma proposta colaborativa com o trabalho docente.

Abstract

Learning based on social practices is a key factor for the development of children who are in the early years of elementary school. In this sense, there is a need to carry out pedagogical work that enables the teaching of reading and writing, with special emphasis on literacy proposals, with pedagogical actions that correspond to the expectations of our students and the social reality in which they are found. From this perspective, literacy projects stand out as an alternative to language teaching as a social practice. Thus, this research aims to investigate the contribution of literacy projects of a teacher to (re)signify the practice of teaching reading and writing in the early years of elementary school. It is based on studies on literacy, from authors such as Street, Kleiman and Soares, as well as on studies related to work with textual genres in the classroom MARCUSCHI, DLZ, NOVERRAZ and SCHNEUWLY, COSTA HÜBES and SIMIONI. The research outlined here is of qualitative nature, case study type, in a collaborative approach. The participant is a teacher of the early years of elementary school at a school in an urban area of a town in Paraíba. As a research instrument, we first used the analysis of documents (class plans and activities), to verify whether the teaching practice of the collaborating teacher includes pedagogical work considering literacy as a social practice. Then, we carried out a semi-structured interview to identify the teacher's understanding of literacy, considering social functions of different textual genres as a characteristic of literacy. Following that, we carried out participant observation of the teacher's remote classes, to describe and analyze her work with the mother tongue. In a fourth moment, we promoted reflection sessions with the collaborating teacher on literacy, in order to support the collaborative elaboration of a literacy project. The results obtained revealed the need for training basic education teachers to teach the mother tongue from the perspective of literacy, since work with this is still guided by traditional models that contribute little to the formation of a proficient reader. In addition, the results point to literacy projects as potential tools to (re)signify the teaching practice in valuing the social/cultural practices of writing in teaching the mother tongue, directing this study to purposes that go beyond content learning, aimed at the needs and interests of the students.