Importância de estudos da alfabetização e do letramento na formação inicial de professoras dos anos escolares iniciais

Abstract

This research aims to analyze the importance of literacy and "letramento" (social literacy) studies in the initial training of basic education teachers. The specific objectives are: (a) to identify conceptions and methods of literacy and social literacy in scientific reference literature; and (b) to distinguish objects of knowledge to be addressed by teachers in the early school years to ensure a productive literacy process. This is a mixed investigation, involving a brief bibliographic research and a brief documentary study. To this end, selected theoretical frameworks are analyzed, including chapters, scientific articles, and technical books, as well as documents regulating initial training in the Pedagogy Course. In other words, studies were carried out on different references, among which the following stand out: Gatti and Nunes (2009), Soares (2020), Cagliari (2022), Celani (2000), Morais (2012), and Silva (2024). The National Curriculum Guidelines for the Initial Training of Basic Education Teachers (2006; 2019) were examined. Other documents analyzed were the National Common Curricular Base – BNCC (Brazil, 2018), the National Education Plan – PNE (Brazil, 2014); and the Political-Pedagogical Project of the Licentiate Degree in Pedagogy – PPC, belonging to the Federal Institute of Education, Science, and Technology of Tocantins (IFTO), Porto Nacional Campus (Tocantins, 2021). The investigation showed that, in Brazil, the pedagogy course has undergone several transformations since its creation to the present day and is still the subject of much discussion. The process of children's literacy is also a target of debates and controversies. There are several literacy methods and, consequently, disputes surrounding the supposed ideal method. To change this scenario, evaluations, projects, and legislation have been implemented by the government with the objective of improving the quality of teaching in the country. However, there is still evidence that the progress achieved is far from ideal, such as necessary adjustments in the initial training of literacy teachers.