Impactos do material “consolidando a alfabetização – 60 lições” na apropriação da leitura e escrita nas escolas municipais de Paraguaçu-mg: conflitos e alinhamentos em relação à concepção de letramento como fenômeno social

Abstract

This dissertation aims to describe the impacts of the material "Consolidating literacy-60 lessons" in the appropriation of reading and writing in the municipal schools of an interior city in the south of Minas Gerais. The material in question was used by most of the Minas Gerais public schools in a pedagogical intervention of children who could not be literate until the age of eight. It was based on the theoretical reference of the New Studies of Literature (BARTON and HAMILTON, 1998, COOK-GUMPERZ, 1986, GEE, 1990, 1996, 2005, HEATH 1983, LANKSHEAR 1999, STREET 1984, 1993, 1995, 2001, (2003), who emphasize the acquisition of written reading not only as mere technical and neutral skill, but essentially as a social practice. In this sense, a methodological course based on the qualitative research of the ethnographic type was drawn. A documentary analysis was carried out and it was also sought to listen to the teachers involved in the application and the students participating in the research, in order to describe their perceptions regarding the material studied. As resources, semi-structured interviews and focus groups were used to collect data with both the application teachers and the students participating in the project. At the end of the study, we noticed that the impact generated by the material in the appropriation of reading and writing in the municipal schools of Paraguaçu-MG, demonstrate the gap between the theory contained in the CBC-MG, theoretical subsidy that guides Education in Minas Gerais (proposal Ideological literacy) and practice reflected in the material used in the pedagogical intervention (autonomous literacy), the oscillations of Discourses (GEE, 2005) among teachers and, consequently, an appropriation of reading and writing that privileges school literacy to the detriment of So many other literacies in society that reflected positively on the results of external evaluations, but that contributed little to the use that children make of reading and writing in their daily lives.