O sistema de escrita alfabética no livro didático de 1º e 2º anos do Ensino Fundamental: uma análise na perspectiva do alfabetizar letrando

Abstract

This research that is inserted in the great area ofapplied linguistics, especially related to the studies of reading and writing acquisition and literacy, aimed to analyze the collection Ápis Portuguese Language of Elementary Education (TRICONI; BERTIN; MARCHEZI, 2017a, 2017b), seeking to identify the contributions of collection for, specifically, the development of Phonological Awareness (PA) and the appropriation of the Alphabetical Writing System (AWS). The choice of this collection as the focus of the study is justified because it is one of those indicated by the National Textbook Program (NTP), in addition to being adopted at the Afonso Volpato Municipal Elementary School, in the municipality of Marau, RS, where this researcher works as a primary teacher. The study was motivated by the observation that many children finish the 1st grade of elementary school without the development of PA and the appropriation of AWS expected to continue the process of child literacy. Theoretically, the study relies mainly on the literacy studies by Soares (2004a, 2016, 2018, 2019) and Magalhães and Cristóvão (2018), as well as on the Sociodiscursive Interactionism precepts (BRONCKART, 2006). Based on the qualitative research paradigm (ANDRÉ, 2004), the analytical and interpretative methodology (LAKATOS; MARCONI, 2011) was chosen to analyze the teacher's guide (TG) and textbook of the 1st grade and the three first units of the book of the 2nd grade, from that collection. The results of the analyzes, in general, display that, despite the books, the TG brings contemporary and updated information necessary for the teacher’s theoretical insights. However, this material does not present alternative proposals focused on the child with more difficulty. On the other hand, the 1st and 2nd grade books, despite presenting Comum Curricular (BNCC, BRASIL, 2017), these are insufficient in quantity and quality in order to the children learnto read properly in the expected period, in addition to not effectively promoting autonomous writing and their contact with reading and writing of different genres, from the approach of social practices. Considering the premises (1) of the teacher's need for autonomy, which offers subsidies to students with more difficulties, and (2) that the textbook is not the only responsible for the development of children at this stage, since this study also describes the ProgramaAlegria de Aprender. The proposal, which was created by this researcher, can be developed with the children’s literacy and reading acquisition in development, and also aims to compensate for any weaknesses and difficulties in this process.