O papel do professor no ciclo de alfabetização: elementos de compreensão

Abstract

Literacy, understood as a fundamental process for entering the world of written culture, must provide mastery of written language as well as the development of higher psychological functions. The teacher’s role in the Literacy Cycle is to mediate the appropriation of historically accumulated knowledge and to promote students’ critical formation, which requires intentionality and systematization. This bibliographic research is based on authors who study and develop Historical-Critical Pedagogy, such as Saviani (2008), Martins and Marsiglia (2015), Favaro (2015), among others. It critically discusses the limits and misconceptions of pedagogical conceptions that devalue the teacher’s role and should be overcome. It also evaluates the fragmentation of teaching and its negative impacts on development, based on theories that view education either as a reproduction of capitalist society or as an autonomous idealized process. Finally, it presents evidence, in the light of Historical-Critical Pedagogy, of a teaching practice committed to human emancipation and social transformation.