Alfabetização e letramento: teoria e prática do PNAIC no ciclo de alfabetização

Abstract

Advances in the theoretical field, and new conceptions of knowledge about the forms and processes of reading and writing, lead us to reflection, the discussion of how to follow this accelerated rhythm of social development. And because it is a social practice, the reading needs to be worked with the diversity of objectives and modalities that characterize it. We carried out this research with the main objective of investigating pedagogical practices, especially the National Pact for Literacy in the Right Age (PNAIC), which educators use to train readers from a literacy perspective. The classification of the research occurred considering four aspects: nature, its objectives, methodological procedures and approach to the problem. From the point of view of the nature of the data will be bibliographic descriptive with qualitative character. Considering the methodological procedures that involve the technical procedures, this is a field research which seeks to seek information directly from the population. The research was carried out using interviews with the PNAIC study guide, which conducts training in the municipality, with the coordinator of a Municipal School of Coremas- PB and with the three teachers of the Literacy Cycle of the said school. In the course of this work, we verify the evolutionary process of the history of reading; we identify the development of indispensable skills for the literacy and literacy process of the learner and present the implementation process and the objective of the PNAIC program, as well as evaluate the pedagogical practices that can be used by the teachers that serve as mediators in the formation of the learner. reader. We find throughout the research that the program contributes significantly in the development of teaching / learning of reading and writing in the perspective of literacy. In order to base our work, we mainly value ourselves from Pereira (2011), Abreu (1999),(1997) Soares (2004), Kleiman (1995), Tfouni (1995), Mantencio (2004), Vigotsky (2010).