Texto como escritura: conselhos em alfabetização

Abstract

This dissertation critically analyzes the idea of text used for teaching literacy to students in the first year of Elementary School, investigating the text's scholastic functions and social and writing practices according to legislation regarding education. Through this analysis, the following research aims to motivate its reader to reflect upon the type of text used in the classroom with children who are developing literacy skills. The methodology used for this research is based on the childhood memories of a literacy teacher who was raised by her grandfather, who could not read nor write. He helped guide this research by inspiring this literacy teacher/researcher to create three guidances, being: I) locate in legislation and didactic material the idea of text for its scholastic function; II) locate in legislation and didactic material the idea of text as a social practice; III) locate the idea of the text created by writing. The third guidance proposes an expansion of the possibilities of a text which is done by reading through writing and writing through reading, those practices being intersected by life experiences. This study consists of theories by multiple renowned authors in the area of Pedagogy, including Maria do Rosário Longo Mortatti, and features the ideas of French author Roland Barthes as an introduction to the section about literacy. [resumo fornecido pelo autor]