Práticas alfabetizadoras: ressignificando a questão metodológica

Abstract

This paper aims to understand how the literacy practices are constructed today, in view of the methodological issue. In order to achieve this aim a qualitative research was done. In this research six teachers of city public schools of Juiz de Fora, MG were interviewed. All of them had experience in literacy of over ten years. The theoretical support were based on the works of authors which deal specifically with literacy, such as: Soares, Frade, Araújo, Ferreiro, Casasanta, Cagliari and others. The analysis of data, which was conceived by the matching of the teacher‟s reports and theory, is organized in four themes: (i) The constitution of being a literacy teacher, (ii) Most commonly used strategies to teach literacy, (iii) Continuing formation and knowledge considered indispensable for literacy teachers and (iv) Difficult and easy aspects in the task of making children literate. The analysis of data showed the existence of plural literacy practices, based on the longitudinal experience of the teachers. It was also verified that the most commonly used procedures for promoting literacy had close connections to elements of the syllabic method, although other factors to enhance an innovative pedagogical work were also present. The criteria informed by the teachers to choose and mix several methodological principle were little precise and sometimes misguided. It is necessary to recognize that the methodological issue does not seem to be the major reason for failure in literacy practices. However, the reflexive thoughts carried out in this investigation indicate a need to retackle this issue, which has been silenced in the school environment. This would promote the construction of proposals which are possibly more efficient and would require awareness from teachers.