Alfabetização e letramentos: propostas pedagógicas para os anos iniciais no contexto pós-pandemia

Abstract

The present work discusses issues about teaching the Portuguese language in the Early Years of Elementary School I (EFI) in the context of the post-COVID 19 pandemic in a school in the municipality of Maceió located in the Santa Lúcia neighborhood on the outskirts of the city. Following a class from its entry into the third year in 2022 until the fourth year in 2023, the fact that the majority of students began the third year without being literate caught my attention as a research problem. Based on this concern observed within the two years of living and working with the group in the classroom, the following research questions were established: a) are the literacy practices used with my students in the post-pandemic phase helping or hindering the completion of the process of acquiring the first letters? b) a change in pedagogical approach to teaching the Portuguese language in the Early Years that seeks to associate literacy practices (with a focus on mastering the alphabetic and orthographic system) with literacy practices (with a focus on the use of social practices in which uses writing) could collaborate with the process of building the written language of the class, especially of students who are still at the first levels of writing knowledge? Based on these questions, the general objective of the present work was to describe and reflect on pedagogical proposals that conceive literacy without dissociating the linguistic code from linguistic use, bringing the concept of literacy even closer to the concept of literacy, in a scenario delay in educational development as a consequence of the covid-19 pandemic. Through interventional research, the results showed that Portuguese language teaching for the Early Years transcended work with the linguistic system and language practices themselves. Several improvements were also essential, such as: other desk arrangements, promoting different compositions for group work; reorganization of the room based on functional texts, creation of a reading space, among others. Also as part of the result, the work with projects contributed to inserting not only the students, but also the teacher researcher into inter-individual communicative relationships through productions carried out in the classroom, an experience that made all participants experience language mobilization live in context of use. And, finally, working with texts contributed to consolidating aspects of the language within the fundamental unit of communication that is the text.