O ambiente alfabetizador no processo de alfabetização e letramento: o que as produções acadêmicas revelam

Abstract

The main objective of this work is to analyze how the theme of the literacy environment is present in academic production with regard to the process of literacy and literacy in the Early Years of Elementary School. From a mapping of academic productions, characterizing these productions and reflecting on the approach of the literacy environment theme in these studies. In the process of literacy and literacy, the space where interactions, practices and educational proposals take place, in which resources and materials are available and accessible to children it can not be disregarded. As a methodology we opted for a qualitative-quantitative approach, being a bibliographic research. Based on our search and survey based on the years 2019-2020, we selected a total of 15 productions that deal with the literacy environment theme, thus constituting our corpus of analysis. To support the theoretical references, we base this research on the studies of Magda Soares (2004, 2010, 2016), Mortatti (2000,2006), Tfouni (2002), and Scliar-Cabral (1998), and their concepts of literacy and literacy; Paulo Freire (1981, 1987, 1996) and the student's reflections as an active and autonomous subject in the learning processes and in the responsibility of the educator and the school in this path; with regard to the literacy environment theme, we used Forneiro (1998), Ferreiro (1993), Kleiman (1995) and Silva (2017). According to what was analyzed from the data generated, the literacy environment is a topic of little prominence in academic production and deserves a different look, considering the weight it represents in the educational process. In view of this, this work intends to corroborate to highlight the need to expand studies that deal with the organization of the literacy environment in the process of literacy and literacy in the Early Years of Elementary School.