Análise linguística no material estruturado do Programa Alfabetiza Maceió: proposições para o ensino de língua portuguesa

Abstract

This study analyzed the activity proposals focused on linguistic analysis practices from the Portuguese Language Activity Book No. 1, adopted by the AlfabetizaMaceió Program, designed for 1st-grade classes of Elementary School. Considering the need to investigate learning recovery policies in the literacy cycle, as well as the use of structured materials in this process, questions are raised: how are linguistic analysis practices proposed in the structured material of AlfabetizaMaceió and what theoretical-methodological premises guide such pedagogical directions? Thus, the general objective was unfolded into the following specific objectives: a) to identify the literacy concept underlying the activity proposals focused on linguistic analysis practices in the structured material; b) to verify how language practices (Orality, Reading/Listening, Text Production, and Linguistic/Semiotic Analysis) are organized throughout the activity proposals in the structured material; c) to investigate how the activities in the Portuguese Language Book 1, centered on linguistic analysis practices, contribute to the appropriation and mastery of the Alphabetic Writing System in literacy contexts; and d) to analyze how teaching practices are directed by the didactic guidelines. This investigation, with a qualitative approach (Minayo, 2001) constitutes a documentary research (Lüdke & André, 1986), exploring the structured Portuguese Language materials adopted by the Alfabetiza Maceió program for the 1st grade of Elementary School. The results point out a close relationship between the structured material and the National Literacy Policy (Brazil, 2019a), regarding the literacy concept, where the Alphabetic Writing System is understood as a code, and reading and writing practices are not proposed in different social uses of language. In the activities, the following recurring skills in the linguistic/semiotic analysis axis were identified: orally segmenting words into syllables; comparing words by identifying similarities and differences in initial syllable sounds; comparing words by identifying similarities and differences in medial and final syllable sounds; recognizing rhymes, sounds, and wordplay in versified texts. Although the importance of developing such linguistic skills during the literacy process is recognized, many proposals focus on memorization and repetition of words and do not provide challengescapable of promoting better learning by children. Regarding the teacher's guidelines, a conception of the teacher as a task executor was revealed, establishing steps that should be followed strictly for the aforementioned program's success.