Banca de DEFESA: MÁRCIA VÂNIA SILVÉRIO PERFEITO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MÁRCIA VÂNIA SILVÉRIO PERFEITO
DATE: 23/03/2026
TIME: 14:00
LOCAL: Sala de Atos / FE 01
TITLE:

ALFAMAIS (GO) AND ALFALETRANDO (DF): FROM OFFICIAL PRESCRIPTIONS TO THE DIDACTICS OF READING AND WRITING IN THE INITIAL YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Education; Curriculum; Literacy, Reading and Writing Comprehension; Continuing Education AlfaMais-GO and Alfaletrando-DF; Early Years of Elementary School.

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research analyzed the curricular proposals for the initial teaching and learning of reading and writing, adopted by the AlfaMais-GO and Alfaletrando-DF Programs, for the first two years of Elementary School, as well as the teachers' appropriations of the knowledge derived from continuing education within these Programs and the teaching materials they recommend. Its specific objectives were: to examine the theoretical and methodological propositions that integrate the initial teaching and learning of reading and writing in the two continuing education Programs, aimed at teachers working in the 1st and 2nd years of Elementary School; to verify the approaches that permeate the teaching materials recommended by the Programs for the initial teaching and learning of reading and writing with six and seven-year-old children attending the first two years of Elementary School; to understand how literacy teachers are appropriating the knowledge derived from the respective Programs during continuing education meetings and the uses of the recommended teaching materials. The AlfaMais-GO Program, created in 2021, became part of the National Commitment to Literate Children Policy of the Ministry of Education, created in 2023. Similarly, the Alfaletrando-DF Program, established in 2024, is guided by this Policy. Both were implemented focusing on student learning and improving reading and writing scores in external exams. The theoretical framework integrates reflections from the Theories of Didactic Transposition (Chevallard, 2013; 2005), the power of the school to produce specific cultures (Chervel, 1990), and the Practice of Everyday Life (Certeau, 2014; 1985), designating what guides the knowledge of practice or the knowledge produced in action (Chartier, 1998). In the field of literacy and reading comprehension, the theoretical scope includes: Soares (2020a; 2020b; 2016; 2008; 2004; 2003; 2000), Solé (2012), Morais (2019; 2012; 2009; 2007; 2005; 2002), Lerner (2008; 2007), Koch and Elias (2015; 2014), Kleiman (2016; 2005), Ferreiro (2012; 2010; 1990), Ferreiro and Teberosky (1999), Chartier (2016a; 2016b; 2010; 2008; 2007; 2005; 2000; 1998), among others. It is also anchored in documents that provide information about the respective Programs. This is a qualitative research study (Rodrigues, 2016; André, 2015; Minayo, 2011; Lüdke and André, 2003) and, as research techniques, in addition to document analysis (Gil, 2010; Cellard, 2008; Lüdke and André, 2003), semi-structured interviews were conducted (Gerhardt et al., 2009; Manzini, 2004; Lüdke and André, 2003) in 2025 with four teachers from the Goiás State Department of Education (SEDUC) and four from the Federal District State Department of Education (SEEDF) who were working in the first two years of Elementary School in 2024 with the respective Programs. For the treatment of the information, thematic content analysis, as described by Bardin (2016), among others, was used. The results indicated that the AlfaMais-GO and Alfaletrando-DF Programs, in 2024, adopted a continuing education approach that prepares multipliers; includes the development and delivery of structured teaching materials; has its own evaluation systems; and include awards for schools with the best results. In both Programs children to be considered literate must be able to use reading and writing in communicative situations of social life, without the obligation of mastering the spelling rules; there is no guarantee of teacher participation in relation to the guidelines for continuing education and the development of materials intended for children. In the AlfaMaisGO Program, literacy instruction is based on an enunciative-discursive conception, in which work with language is not detached from the text, a perspective adopted by the Expanded Curriculum Document for Goiás (Goiás, 2020). However, analyses indicated nuances of the perspective of teaching literacy through reading and writing comprehension. Continuing education focused on planning, curriculum, and assessment; and the supplementary materials used focus on the study of textual genres, with less emphasis on the practice of linguistic analysis which, in a reflective way, helps the child to unravel, that is, to appropriate the alphabetic writing system and, at the same time, understand what the texts say and how they are organized. In the Alfaletrando-DF Program, the concept of literacy follows the perspective of literacy through reading and writing comprehension, adopted by the Curriculum in Motion (Distrito Federal, 2018). Teacher training aimed to focus on Portuguese language practices through various literacies; the supplementary materials used place greater emphasis on the study of cross-curricular themes; there was a focus on the linguistic and cognitive processes of initial written language learning, but not explored in depth; the facets that encompass the study of textual genres were not sufficiently addressed. However, both programs target external evaluations, which deviate from what local curricula envision with the curriculum in action, the knowledge of action. Therefore, it becomes essential to invest in continuing education actions that ensure listening and empowering the autonomy of those who are part of the daily school routine, articulated with working conditions, providing the necessary knowledge for teaching and learning processes of reading and writing, and for teacher professional development.

COMMITTEE MEMBERS:
Externo à Instituição - ALEXSANDRO DA SILVA - UFPE
Externo à Instituição - ARTUR GOMES DE MORAIS - UFPE
Interna - 1308175 - OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS
Externa ao Programa - 1247419 - PATRICIA TRINDADE NAKAGOME - nullPresidente - 1768424 - SOLANGE ALVES DE OLIVEIRA MENDES