O QUE ENSINAR? COMO ENSINAR?: REFLEXÕES SOBRE A SELEÇÃO E ORGANIZAÇÃO DE CONTEÚDOS NO PROCESSO DE ALFABETIZAÇÃO

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The research object of this dissertation is the selection criteria and organization of teaching content, by a literacy teacher working in a school in the municipal education network of Balneário Camború. In an attempt to understand how literacy teachers make certain choices regarding contents, and the way in which they organize these contents in their daily teach practice, the following question was posed: How are contents selected and organized in a literacy class in Elementary Education, in the municipal education network of Balneário Camboriú? Using this research question, it outlines the following specific objectives: To identify the criteria used to select and organize teaching contents in the literacy teaching process; to analyze the planning practices in the constitution of an interactional agenda for literacy teachers, and to observe the practices of intervention in the literacy process. The research was carried out using a qualitative approach and the Case Study methodology. The data collection was carried out based on records of participant observation, which lasted for four months, and content analysis of the materials used by the teacher, the student materials, transcriptions of cassette recordings, the teaching curriculum, and administrative files. The analysis enabled the data collected to be organized around the following questions: Understanding the criteria used by the teacher to select the contents, based on her understanding of the curriculum, teaching and literacy and; the way in which she organizes these contents in order to plan the classes, focusing on the methodology and assessment. The data show that the contents, for the literacy class investigated, are selected as follows: a list of contents previously defined/known for the class; a supposed hierarchy between disciplines, with emphasis on Portuguese Language and Mathematics as being the most important, and a ranking of contents, starting with those considered easier and progressing to those considered more complex. The organization of the contents is influenced by the teachers understanding of alphabetization, which is based on the understanding of the transmission of knowledge as an absolute truth, through the use of memorization, rote repetition and the use of models, but which fails to consider the social function of the written language. The analyses also show the didactic action of the teacher, in which knowledge is merely a pretext for carrying out the activities. Thus, the methodological proposals used by the teacher do not reflect her theory (or discourse) on the literacy process, but follow a traditional literacy teaching method and student assessment based on the pedagogical method of exams. Based on the analyses carried out, this research highlights the need for specific training for literacy teachers, evaluating the process by which the contents of literacy classes are selected and organized, and viewing the curriculum as a cultural production and, therefore, as something which is historically dated and collectively constructed.

ASSUNTO(S)

educacao literacy alfabetização seleção e organização dos conteúdos selection and organization of contents alfabetização currículo curriculum

ACESSO AO ARTIGO

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