Alfabetização e letramento: uma reflexão sobre a prática pedagógica de uma professora do 5º ano

Abstract

The present research had as objective to analyze the pedagogical practice of a teacher who teaches in a class of the 5th grade of elementary school , in order to understand how it promotes the learning of reading and writing, more specifically to analyze how teacher organizes its pedagogical practice; identify which didactic resources were used by the teacher and what she understands about the teaching and learning process of reading and writing; analyze the knowledge built by the students, along the activities proposed by the teacher and map the students' knowledge regarding reading and writing. For that, a case study was carried out, whose field of investigation is a school of Rede Municipal de Recife, located in the Tamarineira neighborhood. To collect and analyze the data, a semi-structured interview with the class teacher, a participant observation and a survey with the apprentices was done. The data showed that all students were in the alphabetical hypothesis, but at different levels of reading and writing. On the pedagogical practice, we identify that the teacher performs a systematic work in relation to the teaching of reading and writing, starting from the work with some discursive genres, prioritizing more the interpretation of text and the reading comprehension. We conclude that the teaching of reading and writing should be a systematic practice of the teacher, especially with those children who show greater learning difficulties, and should plan their classes in advance, to achieve the objectives proposed.