Ideias e reflexões das crianças sobre as práticas pedagógicas dos professores de alfabetização e letramento: estudo de caso

Abstract

Studies made by Emilia Ferreiro and Ana Teberosky transformedliteracywhen say children formulate their own hypotheses about the use of written language before the process of institutional education. Moreover, the evolving concept of literacy also modified the literacy process, which is not anymore just a learning restricted to the school and became perceived as necessary for social use of written language. What put in evidence the need to organize such education by valuing children as knowing subjects. And it is on this point of view, this work is founded with the intention of valuing what students have to say. The research objectives were: to identify the children's ideas and reflections about teaching practices of teachers of literacy and literacy;; identify how students perceive the didactic actions developed by his teacher to develop their learning related to reading and writing; analyze whether the pedagogical practices implemented in the classroom allow students to respond to social demands of the uses of reading and writing; investigate how students would like to learn to read and write. A qualitative, descriptive study had their data collected through classroom observations, application designs through directed questions and interviews. The public participant in this study were children from a public school of Fortaleza, enrolled in the second grade. From the results: students attribute features traditional pedagogical practice of his teacher, for example, bookish education, lack of varied methodologies etc.., However, which does not provide the social dimension of reading and writing, because these skills are directed exclusively to the practice of solving activities of the textbook, in a contrary perspective students would like to learn to read and write with greater autonomy in relation to greater participation in leisure moments of teaching and learning, would be possible in the midst of promoting games. We conclude that the pedagogical practices directed by the teacher concerned hinder the promotion of learning that students become literate individuals capable of interacting with writing in all its possibilities of social context, which requires from the teacher a direction broader of their teaching for recovery of written culture in line to respect the needs of learners.