Processos de alfabetização em livros didáticos de 1º e 2º anos do ensino fundamental - PNLD 2019

Abstract

This thesis fits into the context of questioning about school practices in the Brazilian educational system, whose results, considered unsatisfactory, are verified in classrooms and on a large-scale evaluation, as PISA and SAEB. It is discussed the activities proposed and teachers orientations contained in elementary 1º and 2º grade textbooks, approved in PNLD 2019. The objective is to analyze literacy teachers process described in the collection Ápis Língua Portuguesa teacher manuals, the most used on Caxias do Sul Municipal Education system. Taking into consideration teaching directives, abilities defined by National Curricular Common Base (Base Nacional Comum Curricular - BNCC, in portuguese), educational and reading and writing learning theoretical assumptions, it is questioned how the mentioned learning textbooks orientations and working proposal exert its learning mediating role, seeking to establish contributions and limits in the referred process. The Soares (2004, 2006, 2016, 2017) theoretical perspective is applied to examine the teachers literacy, considering the proposals used to teach reading and writing, associated with literacy, contemplating its specificities. The conception of teacher-mediated teaching is supported by Vygotsky's contributions (1989, 2001, 2008). The method applied in the investigation is characterized as an exploratory approach based on documentary and bibliographical research, of analytical character and qualitative nature. The teacher’s instructions and the proposals presented in teacher manual were analyzed using Bardin (2016) content analysis principles. The analysis demonstrates similarities to the Portuguese language textbooks in use, as a cultural product and as a part of the established school culture, indicating their resemblance with most of the textbooks in use in the country, both in their qualities and in their shortcomings. It is observed that the didactic material does not replace the teachers in their diagnostic function neither in proposing strategies to facilitate learning. The research revealed that the analyzed textbooks have potential to contribute in several aspects, but also need to be adequate and rectified in their gaps by the teacher. Therefore, the demands still related to the teacher and to the knowledge that allow them to make appropriated choices to the process and to the literacy students’ needs.