O ensino fundamental de nove anos : as concepções das professoras a respeito dos três primeiros anos para o processo de aquisição da leitura e da escrita

Abstract

This dissertation was developed in the line of research Formation, Policy and Practice in Education, on the Stricto Sensu Masters Program from the Post-Graduate program in Education (PPGEDU) of the Pontifical Catholic University of the state of Rio Grande do Sul (PUCRS). The main goal in this research is to comprehend how teachers conceive the first three years of primary school for the process of acquisition of reading and writing. In this sense, the research has been developed from a qualitative approach, on a case study whose data-collecting methods were: semistructured interviews, continuous observation and the principles of documentary analysis (reading lesson plans). The research was performed in a public school from Porto Alegre, Brazil, having as subjects three classes, 1st, 2nd and 3rd years of primary school. The data analysis was made from the Discursive Textual Analysis point of view. This study is anchored on the theoretical contributions of Magda Soares, Emilia Ferreiro and Ana Teberosky, Isabel Solé, Paulo Freire, Cleoni Maria Barboza Fernandes, Marli André, amongst others. The results point to the progression of literacy in the perspective of alphabetizing via transmitting the necessary abilities for one to read and write. However, the advance on several aspects is still needed, especially concerning the teachers’ work conditions, an indispensable element for building a quality education.