CONCEPÇÕES E PRÁTICAS DE ALFABETIZAÇÃO VISTAS ATRAVÉS DE CADERNOS ESCOLARES
Resumo
Neste artigo, são analisados cadernos escolares de crianças de 1ª série, com o objetivo de apreender concepções e práticas de alfabetização. Inicialmente, trabalhamos com 49 cadernos dos anos de 1990 e 2000 e os dividimos em dois grupos. Um deles constituído de 29 que mantém a “tradição” do “método silábico” na sua forma mais difundida. O outro grupo, composto por 20 cadernos, cuja proposta representa uma ruptura com essa “tradição”. No refinamento metodológico, optamos por problematizar especificamente três cadernos, Os escolhemos por considerá-los “exemplares” e indicadores de concepções e práticas alfabetizadoras diferentes para um mesmo período, o do pós “revolução conceitual”. Pode-se dizer que pelo menos três diferentes perspectivas de alfabetização vigoram nas salas de aula em que os cadernos foram utilizados: um trabalho cuja base é o “método silábico”, na sua forma mais estrita; uma segunda, que denominamos intermediária, ou seja, representa a “ruptura” com a tradição silábica, mas não a abandona totalmente; e a terceira, um processo de alfabetização através de textos.
Palavras-chaves: alfabetização; cadernos escolares; métodos de ensino.
ALPHABETIZATION CONCEPTIONS AND PRACTICES SEEN THROUGH SCHOOL NOTEBOOKS
Abstract:In this article, first-graders' notebooks are analyzed, in order to understand alphabetization conceptions and practices. Initially, we worked with 49 notebooks from 1990 and 2000 and divided them into two groups: one constituted by 29 of them which keep the "syllabic method" "tradition" in its most publicized configuration and the other one composed by 20 notebooks whose proposal represents a rupture with such "tradition". During the methodological refinement, we decided to problematize three notebooks, specifically. We chose those ones because we considered them "exemplar" and indicators of alphabetization conceptions and practices which are different in the same period, the post-"conceptual revolution" period. It is possible to say that at least three different perspectives of alphabetization were current in the classrooms where those notebooks were used: the first one,a work whose base is the "syllabic method", in its most strict configuration; the second one, which we call intermediate and represents the "rupture" with the syllabic tradition, but does not leave ittotally; and the third one, an alphabetization process through texts.
Keywords: alphabetization; school notebooks; teaching methods.
Palavras-chaves: alfabetização; cadernos escolares; métodos de ensino.
ALPHABETIZATION CONCEPTIONS AND PRACTICES SEEN THROUGH SCHOOL NOTEBOOKS
Abstract:In this article, first-graders' notebooks are analyzed, in order to understand alphabetization conceptions and practices. Initially, we worked with 49 notebooks from 1990 and 2000 and divided them into two groups: one constituted by 29 of them which keep the "syllabic method" "tradition" in its most publicized configuration and the other one composed by 20 notebooks whose proposal represents a rupture with such "tradition". During the methodological refinement, we decided to problematize three notebooks, specifically. We chose those ones because we considered them "exemplar" and indicators of alphabetization conceptions and practices which are different in the same period, the post-"conceptual revolution" period. It is possible to say that at least three different perspectives of alphabetization were current in the classrooms where those notebooks were used: the first one,a work whose base is the "syllabic method", in its most strict configuration; the second one, which we call intermediate and represents the "rupture" with the syllabic tradition, but does not leave ittotally; and the third one, an alphabetization process through texts.
Keywords: alphabetization; school notebooks; teaching methods.