A prática de uma alfabetizadora no 1º ano do ensino fundamental: um estudo de caso

Abstract

The present work deals with the practice of a literacy teacher and aimed to investigate how the aforementioned teacher, responsible for a 1st year elementary school class, mediated the literacy process. To achieve this objective, it was necessary to understand the teacher's conception of literacy, identify how the aforementioned professional organized her pedagogical practice with a focus on literacy and analyze the activities and resources proposed by her with a view to children's literacy. To this end, a qualitative research study was carried out, with the aforementioned professional as the research subject. As data collection instruments, semi-structured interviews, participant observation, as well as document analysis were used. The basis of this work is based on studies by Soares (2010), Smolka (2012), Morais (2005), Freire (1983) Tardif (2002), Peres (2022), among others. The results of this research demonstrate that the teaching practice was guided by work focused on literacy, combining mechanical activities of repetition and memorization of letters and syllabic patterns, as well as teaching strategies aligned with reflection and playfulness, such as games and games, as well as the moments dedicated to reading, as evidenced by the interviewee. However, during the observations, mediation was found to be more aligned with a traditional perspective of literacy permeated by the intention of helping all children in consolidating the literacy process.