Alfabetização e letramento nos anos iniciais do ensino fundamental: descortinando as mediações que permeiam o processo

Abstract

The present research, entitled “Literacy and literacy in the initial years of Elementary School: revealing the mediations that permeate the process”, has the general objective of understanding the situations that permeate the process of literacy and literacy in the Initial Years of Elementary Education, based on the perception of teachers. For reflection and deepening of the theme, some theorists who wanted to appropriation of concepts about the object under study were mobilized, among others Freire (2001); Godoy (1995); Soares (1998, 2003, 2022); Marconi and Lakatos (1996) and Kleiman (2005). With regard to methodology, this work is of a qualitative nature, based on field research and bibliographical studies, having as a device for data production, the semistructured interview, which was carried out through the application of a script with questions previously prepared with two literacy teachers in which it made it possible to obtain important information for the materiality of the research objectives and for the response of those surveyed. In view of the research carried out, the results indicate that it is necessary to broaden the debate on the concepts of literacy and literacy that are directly articulated, but carry their particularities. This sacred becomes even greater after the entire process of health crisis caused by Covid-19, which has intensely affected the process of literacy and literacy of children in the first cycle. It also points out the teaching situations of the collaborators, articulating literacy with literacy, a reflection of their self-training and on-the-job training, but as teachers they point out the need for an integrated relationship between family and school. It is hoped that this research can collaborate to expand the references in this area and that it will contribute to literacy teachers and other professionals who are interested in literacy and literacy, from conceptual reflections to their practices.