Sentidos e significados da atividade prescrita e realizada: analisando o processo da alfabetização e letramento

Abstract

This research aims to understand what is happening in the teaching activities of a teacher of 4th grade of a public school, she has in her classroom students with various learning stages. We analyze the meanings assigned by the teacher and the prescribed activities carried out, we learn the meanings she ascribes to her own teaching activities and the acquisition of literacy and literacy. Epistemological assumptions guiding the research are the categories of Socio-Historical, Clinical Activity and the process of literacy and literacy. The techniques used were interviews of narrative life history, interview the applicant, semi-structured, centralized document analysis, observation sessions and filming and autoconfrontações simple cross. In the results, we found that the teacher did not agree, but I went with the prescription. For her, the school and the teaching profession have lost their social function. The teacher believes that the process of literacy and literacy has not been a priority in basic education and this has caused gaps in student learning. We believe that the prescribed activities should be further discussed in teacher education.