Alfabetização e letramento: concepções e proposições em dois livros didáticos de língua portuguesa de 1° e 2° anos do ensino fundamental

Abstract

This work, entitled “Alfabetização e letramento: concepções e proposições em dois livros didáticos de língua portuguesa de 1º e 2º anos do ensino”, is linked to the Culture, School and Training research line of the Postgraduate Program in Education at the State University of Goiás (UEG), Inhumas Unit. The research starts from the theoretical-critical study of concepts of literacy and literacy to, based on them, analyze two volumes of the Portuguese language textbook (LDP) A conquer: Língua Portuguesa (Carpaneda, 2021a, 2021b) used in the first and second year of elementary school. Based on a qualitative analysis, the research examines the concepts of literacy and literacy, highlighting their differences and interrelations, based on studies developed by Albuquerque (2017), Kleiman (2005, 2012), Mortatti (2004, 2006), Ribeiro (2004, 2005), Soares (2004, 2009, 2016, 2020), Soares and Batista (2005) and Tfouni (2006). According to these authors, the literacy process constitutes one of the fundamental pillars in the training of students in the initial grades. These terms, although often used interchangeably, have distinct and complementary meanings that deserve in-depth analysis so that they are better understood. The research is based on the assumption that literacy is the process of acquiring written code, that is, the ability to read and write in a conventional way. This concept traditionally emphasizes learning the alphabetic and spelling system of a language, being essential for the individual to be able to decode and encode texts. Literacy practices must be understood as a social practice that varies depending on the cultural, social and historical context, given that literacy is not just a technical skill, but a practice that involves beliefs, values and power relations. Based on these assumptions, this research investigates the theoretical conceptions of literacy contained in the teacher's manual of the two selected textbooks and analyzes the activities proposed in the student book, observing whether the didactic propositions materialize the theoretical conceptions identified. The research verifies how these theoretical conceptions are implemented in the activities proposed by textbooks, observing the presence of textual genres and the use of pedagogical strategies that favor the development of reading and writing skills. The research also discusses the historical and cultural role of textbooks in Brazilian education, highlighting their importance in pedagogical practice and their influence on student training. The results show that the textbooks analyzed, although they present some proposals that enable literacy, still do not correspond to the ideal. Despite being essential resources, they do not replace the need for a critical and diverse pedagogical approach, which considers the social and cultural context of students. Finally, the dissertation points out that literacy and literacy, although interdependent, are distinct processes that require a careful analysis of teaching materials to guarantee an education that promotes the full development of these two processes.