Planos de Estudo Tutorado de Atividades de Língua Portuguesa e Literatura no Ensino Fundamental I: Uma Análise sob a Perspectiva do Letramento

Abstract

The year 2020 was an atypical year in every way due to the Coronavirus Sars-Cov-2 worldwide pandemic. The need for social isolation caused an unprecedented situation in the educational field: the emergency implementation of distance learning and the adoption of Planos de Estudo Tutorado (PETs) in order to guarantee the continuity of the teaching and learning process. Reflections on these materials led to the objectives of this research study, which sought to investigate literacy concepts on the activities proposed in such materials; analyze the Portuguese and literature activities of the PETs for elementary school 1 and to identify whether and how the proposals addressed the development of students' criticality; also, to reflect and propose other possibilities of working with the texts proposed in the PETs in order to favour the formation of critical subjects in basic school. To reach them, I opted for the content analysis method (BARDIN, 2016) in a documentary analysis research and qualitative approach. Reflections will be based on the following concepts and authors: literacy, according to Kleiman (1995, 2007), Soares (1996, 2003, 2004, 2010, 2017) and Rojo (2004, 2009, 2010, 2012, 2019); reading conceptions by Coracini (1995, 2001) and Menegassi (1995, 2010) and critical literacy from the perspective of Freire (1989, 1996, 2013), Monte Mór (2015), Street (1984, 2003, 2014), Hope (2014), Janks (2016) and Menezes de Souza (2011). Data analysis indicated that literacy activities occupy a prominent place in the pedagogical practices of the first two years of distance learning, most activities proposed in the PETs had characteristics of an autonomous literacy model, conceiving reading and writing as an instrument or technology that is independent of the social and cultural context in which the student is inserted. Although most of the exercises proposed in the PETs did not stimulate the free debate of ideas and criticality, it was still possible to observe that 12.59% of the activities involved the perspective of critical literacy.