Práticas de letramentos e ensino de leitura no contexto escolar da aprendizagem inicial da língua escrita

Abstract

This research analyzed the literacy practices of a literacy teacher focusing on teaching reading in a 3rd grade class of Elementary School. Therefore, it was aimed to describe literacy events focusing on the approach of textual genres and on reading and writing activities; identify the theoretical conceptions of language/specific language and text that guide the teaching of the Portuguese Language (LP) and the practice of the literacy teacher; and understand the possible pedagogical implications of theoretical concepts for literacy practices and for teaching reading in the school context of learning written language. The theoretical framework that grounds this study is organized from studies that discuss literacy and literacy practices in the Brazilian context (SOARES, 2004; 2006; 2007; KLEIMAN, 2005), in dialogue with some assumptions of the “New” Studies of Literacy (STREET, 1984, 2013, 2014) and with the theoretical conceptions of language correlated to the teaching of LP (GERALDI, 1984; TRAVAGLIA, 1996; 2009; GOMES, 2010, 2014, 2017; DORETTO; BELOTI, 2011) and to the approach of textual genres (MARCUSCHI, 2008). Methodologically, it is characterized as a research with a qualitative approach (MINAYO, 2011; DAWSON, 2009), of the case study type. From an ethnographic perspective, the sociocultural approach of literacy studies was used for the choice of data collection procedures, such as: in loco observation, field diary, document analysis, questionnaires and interviews. The results of the analyzes of the events revealed that the study activities proposed from the textual genres chosen by the teacher, guide the reading practices performed in the classroom, which often limited the analysis to identifying information linked to the text, although there were moments of interaction and activation of the students' prior knowledge; while the writing practices predominantly aimed at the structural and compositional characterization of textual genres and the recognition of the alphabetic and orthographic system. Regarding to the analyzed theoretical conceptions, it was verified, in the literacy teacher's practice, the predominance of the conception of language as a communication instrument, since the emphasis of the text study was the linguistic code disconnected from the contexts of uses. Making a correlation between the identified conceptions, we observed that the performing of literacy practices in the school context, specifically during the reading teaching, was associated with the perspective of autonomous literacy. Considering the various implications of theoretical concepts for teaching LP aimed at the early years of Elementary School, it is inferred that, by prioritizing the linguistic aspect, the teacher chooses the appropriation of the alphabeticorthographic system as the only object of study and work of the Portuguese language, therefore, this literacy practice disregards the differences between the stages of learning the written language, as well as it ignores the different social contexts of uses and functions of literacy practices. Thus, the teaching of reading and writing is not guided by a critical perspective, since there is no articulation between the literacy and literacy processes, that is, the integration of facets (linguistic, interactive and sociocultural).