O trabalho com os gêneros textuais na alfabetização : análise das propostas de produção escrita e das intervenções do professor alfabetizador nos livros didáticos do 2º ano do ensino fundamental

Abstract

This research investigated the proposals for written production in the Portuguese language textbook for 2nd Elementary School through observation of the practice of teaching literacy with the text, considering the contributions of literacy in the view of Kalantzis, Cope and Pinheiro (2020) and multimodality by Kress (2010) for working with language. It allowed us to discuss the school as a social, cultural and linguistic space capable of carrying out major transformations in the lives of its students, based on the ideas of literacy studies in the view of Street (2014) and Rojo (2012). To this end, it brought into its context the contributions of Bakhtin (1997 and 2016), with the idea of a subject who communicates through statements, whose speeches are materialized through genres. Furthermore, combined with these ideas, Vigotski (2008) brought contributions from historical-cultural theory that underlie children's learning and development in their relationships through language. To deepen these discussions in the context of literacy, Soares (1985, 2003, 2020) echoed his voice for literacy through literacy; Geraldi (1997, 2010, 2011) who defends a practice of text production, considering previously establishing the production conditions; Gontijo and Schwartz (2009 and 2003), Smolka (2012) and Mortatti (2019) who support a dialogical and discursive literacy of the language. Based on qualitative methodology, this study conducted field research in three phases: mapping written production proposals in the 2nd grade Portuguese elementary school textbook; research regarding the place and work with text as a literacy event; and investigating how written production proposals are carried out in the classroom practice of the teacher participating in the study. Based on the evidence, the analysis chapter was developed in an ethical and responsible manner. In the dialogues held with the participating teacher, the focus was always on a sensitive and welcoming perspective, recognizing that this is a work of partnership and collaboration. Based on these conversations, reflections and observation of the practice with the participating teacher, it was possible to conclude that working with text in the literacy class from a discursive perspective is still a distant dream; the textbook has a strong influence on the teacher's work; literacy is limited to the act of teaching how to read and write, with a focus on the linguistic aspect. Over time, it was noted that there was a difficulty in adopting a critical stance towards the documents that guide teachers' practice, indicating a lack of training that would lead them to problematize them. Finally, there was a need to further expand the space in the classroom for working with texts as an element that produces meaning