O potencial do planejamento docente no processo de alfabetização: em busca do respeito às heterogeneidades

Abstract

Planning literacy practices with the aim of valuing heterogeneities in the classroom is a challenge for the teacher, especially when he has no experience with the mediation of this process, which involves a complexity of factors. This study sought to understand how teacher planning can contribute to literacy practices that take into account students' heterogeneities. Having as specific objectives: to reflect on the child's transition between the stages of early childhood education and elementary education; explain the process of acquiring the alphabetical writing system in the early years; describe the relationships between teaching planning and literacy practices; to investigate how planning contributes to respect for heterogeneities in children's literacy. Through a bibliographic study, we reflect on the approaches presented by Ferreiro and Teberosky (1999), Dias and Campos (2015), Lück (2006) and, Teixeira and Bernardelli (2016) about the process of literacy, teaching planning and heterogeneities. We present throughout the study, that to plan literacy practices, it is necessary to know about the process of acquiring written language and the specificities that involve the literacy cycle. Armed with this knowledge, teachers will need to take a reflective role in their practice, articulating assessments, interventions and redirecting learning processes whenever necessary. The appreciation of heterogeneities is highlighted when, through reflection of their practice, the teacher plans diversified activities in order to respect and consider the different learning rhythms of his students. We understand, therefore, that planning contributes to literacy practices that value heterogeneities, when the teacher recognizes the need to reflect on his practice, placing his students at the center of the process.