Alfabetização em contextos metodologicamente estruturados: uma análise da proposta pedagógica do método Kumon

Abstract

The pedagogical proposal of the Kumon Method in the literacy process of children constitutes the object of this research, which is based on the understanding that literacy involves cognitive, linguistic, social, cultural, and affective dimensions, going beyond perspectives exclusively focused on the acquisition of the alphabetic writing system. In this context, contemporary discussions on literacy and literacy practices highlight the need to understand pedagogical practices by considering not only the methods employed but also the pedagogical mediation and the experiences lived by the participants throughout the learning process. The theoretical framework draws on the contributions of Magda Soares, Ferreiro and Teberosky, Angela Kleiman, Artur Gomes de Morais, Telma Weisz, José Carlos Libâneo, Paulo Freire, Lev Vygotsky, and Henri Wallon, whose perspectives supported the discussions on literacy, literacy practices, learning, method, pedagogical practice, mediation, and affectivity. Thus, this study aimed to analyze the pedagogical proposal of the Kumon Method in the literacy process of children, considering its relationship with pedagogical practice and the learning of reading and writing. This is a field study with a qualitative approach and a descriptive-analytical design, developed through participant observation at a Kumon unit located in the city of João Pessoa, Paraíba, Brazil. The results showed that the pedagogical proposal of the Kumon Method contributes to individualized monitoring, the progressive organization of activities, the development of learner autonomy, and advances in the learning of reading and writing. However, the findings also demonstrated that the literacy process cannot be understood solely through the pedagogical proposal analyzed, since it also involves pedagogical mediation, interaction, affectivity, and meaningful practices in the use of written language. It is concluded that the pedagogical proposal of the Kumon Method can contribute to the literacy process when articulated with pedagogical mediation, respect for different learning paces, and educational practices that give meaning to the learning of reading and writing.