Alfabetização e letramento: um estudo sobre práticas docentes no município de Queimados

Abstract

The trouble in developing the reading ability is an issue found in the teaching-learning process throughout the whole country. Several factors are prevalent in the difficulty of acquiring these linguistic competences; the lack of reading encouragement in the first years of Fundamental School, the late age entrance at school, inadequate teaching practices and social factors related problems. We constantly come across some crucial points as to the Brazilian Basic Education low levels, the reading and writing related problems in several educational levels, the lack of a reading habit related questions and about the school and the teacher’s roles in the formation of competent readers. Some diagnostic evaluations, such as the Basic Education Evaluation System (Sistema de Avaliação da Educação Básica (SAEB)) and the Students Evaluation International Program (Programa Internacional de Avaliação de alunos (PISA)), show that great part of the Brazilian students, when systematically evaluated, present a great difficulty in the development of linguistic competences related to reading comprehension and the use of these competences in social practices that involve the ability to read and write meaningfully. Within this context, this work aims to carry out a thorough study about the reading and writing teaching strategies developed by teachers who work in classes that range from the first to the third fundamental school years (alphabetizing cycle) in the City of Queimados Municipal School network and to analyze how such practices can influence (directly or indirectly) the students’ level of literacy.In the light of the foregoing, this work’s problematisation is based upon the Fundamental Schools first years writing and reading levels data analysis, the investigation on the teaching strategies developed by teachers and moreover; about the importance of the work based on the textual diversity, that nowadays significantly guides the official Education Ministry policy for the teaching of Portuguese, having as reference the language knowledge in the perspective of literacy. This research will be done qualitatively through the use of questionnaires to be answered by the teachers who work directly with these school years; through surveys on reading levels based upon official Census data and in the analysis of documents that guide the Portuguese Language teaching ( Curricular parameters and other official government guidelines). It is expected that through this work one can diagnose, reevaluate and suggest, under the literacy perspective and the use of textual diversity, that the Portuguese Language teaching is carried out so as to attend to society challenge needs related to the use of the reading and writing abilities.