Apostilas pomares: concepções de alfabetização e letramento

Abstract

The present dissertation thematizes the concept of literacy and literacy, being the result of research carried out in the Graduate Program in Education of the Universidade Federal de Goiás/Universidade Federal de Catalão, in the line of research Reading, Education and Teaching of Mother Tongue and Sciences from nature. It brings as a problem the following question: "What conception of literacy and literacy underlies the material Apostila Pomares of the literacy cycle?". Its general objective is to identify and analyze the concepts of literacy and literacy present in the material Apostila Pomares, material used in the city of Morrinhos-GO for nine years. Specifically, we seek to analyze the language content of the 1st and 2nd year, from edition 5 of 2015 to edition 9 of 2020, and, based on that, identify and characterize the structure of the apostille material of the 1st and 2nd year, analyze texts, activities and propositions contained in the language area, as well as problematize their relationship with the concept of literacy and literacy, in addition to highlighting the updates, changes and permanence in activities, texts and images during the course studied. We used theoretical- methodological assumptions of qualitative research, based on the method known as document analysis. To arrive at the answer to the problem question, we used Mortatti (2000), Soares (2014, 2018, 2020a, 2020b) and Carvalho (2015), Street (2014), Smolka (1995), Kleiman (2010) Rojo (2009), among other scholars in the field of education and language, to historically conceptualize the process of literacy and literacy. We obtained as results the understanding that, despite the high municipal incentive in the creation of the Apostilas Pomares, little was the exploration of the construction of literacy, without deepening the concepts and much more focused on the teaching of coding and decoding, using few exploration strategies, interpretation, and creation, in line with the traditional teaching model.