Professores/as alfabetizadores/as para os anos iniciais do ensino fundamental: o que as produções acadêmicas revelam?

Abstract

This research has as main objective to analyze how the theme about beginning literacy teachers is present in academic production with regard to the process of beginning literacy and literacy in the Early Years of Elementary School. Beginning literacy and literacy are terms that are closely linked and result in the acquisition of written language in different language practices. The methodological path outlined was through the qualitative-quantitative approach, in which the characteristic was the study focused on bibliographic research. Through data collection and surveys, 30 academic productions were selected that address the beginning literacy teacher. As a theoretical contribution, there were contributions from Grossi (2010) – in relation to the levels of acquisition of written language – Soares (2010, 2016, 2020), with regard to the concepts and differences between the terms "beginning literacy and literacy". Through the studies of the theorist Ferreiro and Teberosky (1999), there was a discussion regarding the Psychogenesis of Written Language. To deal with the beginning literacy environment, a dialogue was based on the works of the authors Assis (2013), Flores (2013) and Leite (2013). The researches reveal that there was a set of discussions about the performance of this professional, especially about teacher education, emphasizing the PNAIC and its effects on the beginning literacy of students. It was also found that the term “beginning literacy teacher” was not widely used and that there were 25 qualitative studies, 18 of which came from public institutions. A total of 15 surveys were concentrated in the Southeast Region. In view of the research carried out, we also present some possibilities for the organization of the pedagogical work of the beginning literacy teacher. As a result, we hope that this research will contribute to teachers having a greater understanding of their role, especially with regard to beginning literacy and literacy in the Early Years of Elementary School.