As práticas de alfabetização de duas turmas de primeiro ano do ensino fundamental

Abstract

This paper is part of a group of academic works developed in the field of languages, considering the historical-cultural approach, in the area of Education and Languages of the Federal University of Espírito Santo (UFES). It is about a case study which is aimed at investigating the dimensions of the literacy concept privileged in the literacy practices in two first year groups of the Public Municipal Teaching System of Aracruz/ES. Literacy is seen as a dialogical process, which aims at inserting the child in the world of written language, through reading practices, production of written and spoken texts and planned and systematized knowledge teaching of the written system of the Portuguese language, including the relations between sounds and letters and letters and sounds. Based on the collection of data through participative classroom observation, interviews, audio recordings and photographs, events in which the teaching of reading happen in first year groups were analyzed. For the analyses of these events, the bakhtiniana‟s perspective of languages, Cagliari‟s studies and the literacy concept by Gontijo were used. The literacy practices observed privilege the teaching of small units of the language, emphasizing the syllable notion. Due to this, reading and writing are simply used to teach students to read and write in a restricted way.