Articulação entre alfabetização e letramento no livro didático “a conquista” de língua portuguesa para o 1º ano do ensino fundamental

Abstract

In the early years of elementary education, according to the Brazilian Common Core State Standards, children should be inserted in a process in which they will appropriate the Alphabetic Writing System. In this process, the relationship between literacy and literacy and its articulated development in the initial learning of writing is increasingly discussed. Thus, considering that the textbook is one of the main pedagogical resources available and used in the classroom, the present work aimed to analyze the book A conquista - Língua Portuguesa, for the 1st year of elementary school, and to verify how the articulation between literacy and literacy occurs in it. For this, this research had as specific objectives to present concepts of literacy and literacy as well as their relationship regarding literacy, to identify and describe activities in the teaching material that articulate these two processes. The methodological path was based on the qualitative paradigm and a documentary research was carried out. For the investigation of the teaching material, content analysis was chosen. From it, it was verified that the textbook examined, despite the diversity and quantity of texts, does not satisfactorily articulate literacy and literacy. In it, the activities are divided by process (literacy activities and literacy activities), with no relationship between them, demonstrating a proximity to the concept of autonomous literacy, or literacy, one of the assumptions of the teaching material.