A influência da didática e aprendizagem coletiva no processo de alfabetização na educação básica

Abstract

The present work proposes an analysis of the influence of didactics and collective learning on the literacy process in basic education, highlighting the importance of these elements, which are often underestimated. Didactics, as a field that investigates teaching methodologies and strategies, aims to create environments that foster understanding and the appropriation of knowledge by students. In the context of literacy, this means adopting approaches that make the learning of reading and writing more accessible and meaningful, placing the student as the protagonist of their own learning process. On the other hand, collective learning emphasizes the importance of interaction among students, promoting a collaborative environment where they can learn from each other. This interaction stimulates the exchange of ideas, debate, and joint knowledge construction, facilitating literacy. When students work in groups, they not only develop social and emotional skills but also deepen their understanding of the content, resulting in a more dynamic and inclusive teaching approach that respects the diversity of learning rhythms and styles. Didactics that prioritizes collective learning not only enhances student motivation and engagement but also contributes to a more robust and effective literacy process, preparing them to become critical and active readers and writers in society. Among the authors discussed are Jean Piaget, Maria Montessori, Paulo Freire, Magda Soares, and Roberto Valdez Puentes. The work also addresses themes such as socio-emotional competencies, student protagonism, integral education, didactics, and development, in addition to presenting a historical overview of literacy teaching in Brazil with contributions from Mortatti (2006) and Smolka (1987).

Keywords: Literacy; Collective learning; Education; Didactics.