Alfabetização e letramento: análise da proposta curricular do estado da Paraíba para o ensino de língua portuguesa nos anos iniciais do ensino fundamental

Abstract

A curriculum proposal, as a document that instructs the curriculum of educational institutions, demands, simultaneously, on the one hand, understanding its reference for the elaboration of projects and pedagogical practices, and, on the other hand, knowing its propositions in depth. In this sense, the research carried out aimed to analyze the Paraíba Core State Standards (in portuguese, Proposta Curricular do Estado da Paraíba, therefore the acronym PCEP is used) for the teaching of Portuguese in the early years of elementary school, focusing on the theme of beginning reading instruction and literacy, seeking to understand how the document guides the work for the curricular component, from the perspective mentioned. Recalling the historicity of writing, beginning reading instruction is understood, from the concept of initial learning of reading and writing, and literacy, as social uses and practices of language. Methodologically, a qualitative approach was used, employing documentary research and content analysis, to examine, in the learning objects and contents of the PCEP, related to the teaching of Portuguese, whether the text is the central object and if there is articulation between beginning reading instruction and literacy. From the analyzes, it is concluded that although the mentioned curricular proposal presents the text and literacy articulated to the reading beginning instruction process, as one of the fundamental principles that guide it, this assumption is not realized in its learning objects and contents.