A perspectiva discursiva de alfabetização na sala de aula: encaminhamentos didáticos para o ensino da linguagem escrita em turmas de 1o ano do Ensino Fundamental

Abstract

The research entitled “THE DISCURSIVE CONCEPTION OF LITERACY IN THE CLASSROOM: didactic guidelines for the teaching of written language in 1st year classes” is part of the Graduate Program in Management of Teaching of Basic Education - PPGEEB, Professional Master's, Line Research: Portuguese Language Teaching Methodology (Initial Years of Elementary Education), from the Federal University of Maranhão - UFMA, and its objective: To produce from the discursive conception of literacy and in collaboration with the teacher of the 1st year, didactic referrals that subsidize the pedagogical work for the teaching of the written language. To achieve this goal, the methodological option was Research-Action, in terms of collaborative research as a possibility of research-training. The subjects of the research were the teacher of one of the 1st year classes of elementary school at that school of the academic year 2019, the students and the researcher. The data generation process took place through semi-structured interviews, participant observation, as well as reflective sessions and activities developed in collaboration with the teacher in her classroom. Thus, for the systematization and analysis of the data generated, we seek the theoretical contributions of authors such as; Geraldi (1996); Orlandi (2005); about discourse and teaching of written language; Bakhtin / Volochínov (2006); that present relevant aspects for the understanding of the concept of language and its implications for the teaching of written language; Smolka (2012), whose studies deal with the discursive conception of literacy; Jolibert (1994); Smith (1999); Solé (1998); I enjoy; Morillo; Teixidó (2000), on reading, writing and text production; Ibiapina (2005; 2008) whose studies contribute to the development of collaborative research, among others. Based on the studies and interventions carried out in the research field, we present the Pedagogical Notebook with Didactic Referrals for the teaching of written language in 1st year classes. The conclusions revealed that discursive genres, when used in real situations of use, in the classroom, with discourse permeating the literacy process, give meaning to children's reading and writing practices, thus providing greater involvement, interactions and possibility of learning to these.