A aprendizagem da escrita no 2º ano do ensino fundamental: Experiências formativas no PIBID

Abstract

This study is anchored in the themes of initial teacher education within the scope of the Institutional Program for Teaching Initiation Scholarships (PIBID) and literacy in public schools. The general objective is to understand the writing learning process of 2nd-grade primary school children within the context of PIBID's formative experiences. The specific objectives are defined as follows: to describe the writing learning activities developed with the children and to investigate child writing in light of the theory of the Psychogenesis of Written Language. The research is justified by PIBID's contributions to public schools and to the education of future teachers, translating into the strengthening of professional identity and the recognition of literacy as a field of action, research, and intervention to improve early writing learning. The theoretical framework is based on António Nóvoa, Magda Soares, Emilia Ferreiro, and Ana Teberosky, creating a dialogue on teacher education, literacy, and learning to read and write. The methodology is characterized as qualitative research in education, using a participant approach, and was conducted in a PIBID partner school in the municipality of Solânea, Paraíba, with a 2nd-grade primary school class. The experiences were recorded through photographs, reports, and scientific abstracts. Additionally, a semiopen questionnaire was administered to the classroom teacher; the responses were integrated into the research data, which were categorized and systematized into two analytical axes: writing activities in the 2nd grade of primary school and children's writing in light of the psychogenesis of written language. The findings show that working with textual genres (poems, popular rhymes, and letters) contributed to authorial writing production, phonological awareness, reading, comprehension, and vocabulary expansion. The writing analysis of five children (four aged eight and one aged seven), grounded in the psychogenesis framework, revealed a predominance of the alphabetic conceptual level, evidenced by the representation of speech sounds with the corresponding graphemes. The pedagogical work carried out enabled the children to progress in their written productions, while also significantly contributing to initial teacher education in the literacy field and strengthening the commitment to remain in the teaching profession.