Concepções dos professores da EJA de escolas municipais sobre alfabetização e letramento e suas interferências na prática educativa.

Abstract

Currently, being literate means not being able to respond appropriately to the questions imposed daily. Reading and writing are not enough, nor ensure the interaction with the new trends in different languages and contexts. Based on this, this dissertation aims to present conceptions of literacy and literacy for teachers who teach in the modality of Youth and Adults Education (YAE) and discuss how these concepts interfere in their educational practices. The proposal was developed with four teachers in the YAE Phase alpha (literacy) and Phase I (1st grade and 2nd grade of elementary school), who teach in schools in the municipal network of the city of Paulista - PE, through interviews and application of questionnaires. In discussing the results were cited Soares (2006), which defines various copyright issues relevant to literacy; Kleiman (2002), which supplements the author's earlier theories, besides the important contribution of Bakhtin (2004) to share the concept of language, among others that become important for the elucidation of the problem. The data suggest that educators of YAE still confuse the concepts of literacy and literacy. Thus, firms in the classroom, a predominance of methodological proposals molded in the "traditional" teaching of the mother tongue, thus revealing a gap between theory and practice, which makes, sometimes, the operationalization of the literacy perspective of literacy.