Usar ou nÃo usar os novos livros didÃticos de alfabetizaÃÃo? : concepÃÃes e prÃticas dos professores ao ensinarem o sistema de escrita alfabÃtica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This study aimed at analyzing the reasons why teachers used or did not use the basic literacy didactical books (LDs) recommended by the 2000/2001 PNLD (Brazilian Governmentâs National Plan for the Supplying of Didactical Books), probing as to how the teaching of reading and writing was tackled by staff. Based on the studies of the Psycho-Genesis of Written Language, and on the research on Phonologic and Literacy Awareness, as well as on the Theory of Didactical Transposition (Chevallard, 1991), and on the Theory of the Appropriation of The Knowledge of Action (Chatier, 1998) â we sought to understand the reasons teachers had to make some of their decisions regarding pedagogical practices. The work was carried out with teachers of the three city government schooling networks, the cities of Cabo de Santo Agostinho, Camaragibe and Recife, in the state of Pernambuco, NE Brazil â the latter the state capital. Structured interviews were used with 36 teachers (18 from kindergarten and 18 from the first year), where staff were asked to say if they used the LDs or not, as well as the main contribution they saw coming from such materials; they were also asked to describe their pedagogical experiences in the teaching of writing systems. Additional in-depth interviews were made with 12 teachers who had taken part in the first stage of the research (four from each city, representing the two different classes, two of them having used didactical books and two other who had not). The data obtained was subjected to theme analysis based on content analysis (Bardin, 1977). Results showed that teachers had been facing great difficulties with the effective use of the recommended LDs, making more frequent use of other books for the teaching of writing systems. Although recognizing the importance of a teaching practice hinged on reading and text writing, they displayed a conception of alphabetteaching that was restricted to the syllable method, using text only with the intention of working on letters, syllables and loose words, that is, they did not develop work on text that would lead to discussion on the many varieties and their specific functions. We also detected an absence of systematic teaching of an alphabet-based writing system that would invest in the development of phonological reflection abilities without necessarily having to use traditional teaching methods. Teachers acknowledged the fact that the new LDs gave priority to the reading and text producing axis, with the loss of activities that would take pupils to reflect upon the properties of alphabet-based writing systems

ASSUNTO(S)

educacao - educaÃÃo - sistema de escrita alfabÃtica brasil educaÃÃo - alfabetizaÃÃo - escolas publicas

ACESSO AO ARTIGO

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