Concepções de alfabetização construídas por professoras dos anos iniciais do ensino fundamental: as práticas discursivas como eixo de reflexão

Abstract

The aim of this dissertation is to comprehend the conceptions of alphabetization made by teachers, of the first years of the elementary education, from their discursive practices. Assuming that the conceptions of alphabetization of the teachers are constructions that happen in the interpersonal relations, mediated by language, this dissertation searches, in the speech of these teachers, the senses attributed to alphabetization. To do so, this study is theoretically based upon the conception of language as constitutor of conscience and space of social inter relations, having as its main theoretical support the studies made by Mikhail Bakhtin about philosophy of language and by Lev Seminovich Vygotsky about socially based psychology. Besides these scholars, there are other interlocutors as the authors who approach specifically alphabetization, reading and writing as Soares, Kleiman, Mortatti, Cagliari, among others. The historical-cultural perspective has orientated the research procedures and the analysis about the empirical material produced in the interviews whose subjects were six teachers who work in two public schools in the city of Juiz de For a where it had already been implanted the nine year elementary school. Starting from the analysis, it was possible to verify the influence of the nowadays dominant pedagogical speech in the field of alphabetization that favors the realization of social practices of reading and writing. Although there are attempts to make an innovatory pedagogical work, what prevails is the developing of an alphabetization work that aims basically at dominating the alphabetic system of writing.