O docente dos anos iniciais do ensino fundamental e suas concepções sobre alfabetização e letramento

Abstract

This study aims to reflect on who are the teachers that work in the first, second and third years of primary education in the city of Vacaria and analyze the teachers‟ conceptions about the process of learning how to read and write ans literacy of children at school. This study is connected to the research line of Education, Language and Technology, on the Graduate Program in Education at the University of Caxias do Sul (UCS). To accomplish this research were selected four schools, and the criterion chosen was the Index of Development of Basic Education - IDEB of 2009, with four participating schools - two with the highest average and the lowest two, according to this quality indicator of education offered to students of Elementary Education. Thus, we applied a questionnaire and an interview with the educators who worked in groups of first, second and third year of elementary school for the year 2009, and, from their speeches, trace a profile about learning to read and write and literacy that underlying pedagogical practices. Based on the assumption that behind all educational activities, especially the teaching of reading and writing, there is a theoretical position, sought to support in many authors who contribute to this theme such as Vygotsky (1998), Bakhtin (1981), Smith (2000, 2004) and Kleiman (1999). The speech of the teachers was the key element in seeking to relate these understandings and theories found in the performance of schools and external evaluations. We observed that the understandings of professionals about concepts such as the process of learning how to read and write and literacy are still loaded with elements of common sense. Such discourses, however, are not in accordance with the latest research done in relation to learning of reading and writing, as well as their use in social practices. .still highlighted as relevant data that indicate the relationship between age of educators and length of service in teaching and success in IDEB. The schools showed similarity in their socio-economic profiles, the number of students who attend and also in teachers, which, for the most part, have higher education. The majority of respondents believe that literacy is a continuous process, but still finds it difficult to develop their work in the new configuration of elementary school of nine years. The school library as a resource appears little explored, demonstrating the existence of gaps in the understanding and dissemination of programs to distribute materials that promote literacy. This thesis aims to contribute reflections within the field of teaching how to read and write and school literacy for educators to reframe their views on this subject and thereby qualify their classroom practices and, consequently, achieve better results in IDEB.