A prática docente e sua contribuição no processo de alfabetização e letramento

Abstract

Understanding that the practice of reading and writing are processes that become essential and essential in social practices, this work brings concepts and theoretical-methodological perspectives on the process of literacy and in order to identify the teaching practices adopted historically in these processes, showing briefly the perspectives and challenges of the teaching profession to reflect on the research topic: the teaching practice and its contribution in the literacy process and in order to identify the teaching practices adopted historically in these processes, showing briefly the perspectives and challenges of the teaching profession to reflect on the research topic: the teaching practice and its contribution in the literacy process and theoretical. To search for the understanding of this phenomenon was used the qualitative approach, research of the exploratory type and exploratory-descriptive combined study. From this characterization, empirical research was carried out at a public elementary school in the city of the researcher, with a questionnaire open to teachers from the initial years of elementary school. For analysis of the research the study is based on theorists as: Assolini; Tfouni (1999); Brasil (2015); Cafiero (2005), Freire (1996); Oliveira; Castela (2013); Soares (2009); among others. As a result of the research it was identified that the teaching practice in the contemporaneity should enable the student in the perspective of literacy from updated contents and texts diversified with a socio-historical-cultural context that transmits formal and informal knowledge, making the student capable of acting and transforming his environment according to the economic, social and political needs demanded by society in the contemporary world.