Nas entrelinhas da prática docente: perspectiva de qualidade da alfabetização e do letramento na infância

Abstract

The early childhood literacy remains an issue in the Brazilian education. For that reason, the adults will lack minimum literacy skills, and then serious social problem arises, which accounts for that of those who are excluded and have their crucial rights disrespected. Among other social wounds, the illiteracy limits their ability to move the performance oftheir citizenship. For obvious reasons, a developing country depends on to teaching its people. Thus, this study analyzes the key requirements for achieving the quality of children education. Therefore, a qualitative research was developed, through a ethnographic-type case study, combined with a transversal one. Thus, the city of Mossoró’s Municipal School José Alves Sobrinho served as empiric field. The methodological Instruments were semi-structuralized interview, documental analysis and participant observation, which accounted for a field joumal. This work preferred the leaming interactionist theory to strike the subjects cognitive representations and discussed the early childhood literacy conceptions, whose basis was the interactionconstructivism. It wanted to meet the perceptions of what is quality, practice, curriculum and school culture, implicit on its object, through an approach multirreferencial. Early-childhood teachers, pedagogues, in three class, were likely to be enrolled, pedagogue, of three classroom, being one of each school grade, and six children, who were between the ages of 6 and 9, being two of each school grade. In line with the empiric field data, this study preferred the content analysis, elaborating a subject, a category closely tied to it, and a subcategory through which the key requirements for achieving literacy teacher’s quality and practice were explained. The data were build and analyzed on the research as stared by this study significances show, through the subjects cognitive representations and the other analysis Instruments, a theoretical-practical movement inside the classroom, translated into educational strategies that shape a productive and peculiar practice, with defined competencies for each education levei, according the annual goals and by the end of the each three grades. The elements that singularize the school culture and reveal the professional commitment to the community became evident, showing ways to overcome the difficulties, imagination and time investment to tackle the bureaucracy created by the Education Municipal System, to which they are linked.