Processo de alfabetização e letramento: a visão das professoras alfabetizadoras

Abstract

This text presents discussions about literacy and inicial reading instruction, a topic of extreme relevance in initial and continuing teacher education. The reasons that led us to delve duper the theme were our concerns and questions about how the process of literacy and inicial reading instruction takes place effectively. In this sense, specifically, our proposition and problematic guiding research was how literacy teachers understood the process of literacy and inicial reading instruction, its difficulties and challenges. The questions raised are based on theories produced by the main authors and scholars of the área, such as: Soares (1990- 1999- 2004); Kramer (1990); Tfouni (1995); Cunha (2000); Kleiman (200); Freire (2008) selected in articles, dissertations and scientific Works on the subject, for this scientific research to be valid. Thus, the general objective of the research was to analyze and understand the process of litaracy from the teachers literacy perspective when working with children of the first and second years of elementery school, in state schools, at the same time, identify the conception of literacy and inicial reading instruction that the teachers brings and to reflect about it based on the specific literature; identify the challenges, the problems they face. The study was qualitative and therefore, we took the interview as a form of data collection because it is a technique widely used in the field of social sciences, and because it is favorable to the Acquisition of information about what the subjects know about this inicial reading instruction specific theme. According to the results, we find that the challenges and difficulties that teachers literacy face in literacy and inicial reading instruction today are related with children’s indispline, lack of family support and children’s difficulty learning. We also realized that teachers have a conception of what literacy and inicial reading instruction are, but they can’t conceptualize such terms.