O ensino da leitura e da escrita por meio do livro didático: uma análise documental

Abstract

In the most diverse conceptions of Literacy existing all over the world, we turn our gaze as researchers to the Portuguese language textbook, which sometimes becomes the teacher's indispensable material. This research had the general objective of analyzing how reading and writing are presented in the Portuguese Language Textbook of the first year of elementary school - initial years, used in schools of the Municipal Education Network of Fortaleza. The specific objectives of this research were three: To investigate the conception of Literacy, reading and writing present in the textbook of the first year of fundamental education - initial years; Understand how the textbook is promoting reading and writing learning; Investigate what kind of reader and text producer the textbook is forming. The theoretical-conceptual framework of this study includes Soares (2019), Solé (1998), Smolka (2012), Colello (2021), Ferreiro (1999), Freire (2011) among others. As a methodology, the research is of an eminently qualitative and documental nature, in which we analyze a primary source, which is the textbook that will be in schools in the year 2023. With the research, we found that, to form a child reader and text producer , it is necessary to practice practices that evidence a dialogical process between the subject and the object of the process, that is, it is necessary for teachers to be able to provide a literacy environment. When analyzing the textbook, we understand that it provides immersion in the world of reading and writing, however, with the aim of making phonemic awareness effective as a crucial point in the literacy process.