O uso do livro didático de letramento e alfabetização no 1º ano do ensino fundamental

Abstract

This research was conducted with the objective of analyzing the literacy book, approved by PNLD 2010 (Textbook National Program 2010), teacher use. The methodology for data generation consisted of a qualitative research approach, a case study in which we analyzed the 1st year of elementary school teacher´s pedagogical practice that used the textbook weekly. The data were generated through lessons observations, daily field, teacher´s interview and data analysis. The theoretical basis that substantiated this research was based on literacy studies conducted by Soares (1998, 2003, 2004), Kleiman (1995, 2007) among other authors, and textbooks studies conducted by Freitag, Motta and Costa (1987), Batista (2003), Batista and Rojo (2005) and Silva (2010). The analysis was an intersection of three interpretive categories: (i) what the material has to offer, (ii) what the teacher does with the textbook, and (iii) the development of teacher's pedagogical practice using other teacher materials. This interpretation mode sought to demonstrate the use of the textbook pointed out by different perspectives which seek to explain the teacher particular use of the book and also the aspects that justify her choices and her way of textbook using in literacy. From this, it was evident in the teacher discourse that she is aware of changes in the textbook regarding the approach of literacy. However, there were remnants of traditional literacy practices in the way in which the teacher uses the teaching materials, once it has been exclusively used to writing system appropriation teaching, not giving opportunity to a complete literacy.