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Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artigo é resultado de um estudo realizado sobre a teoria e prática de Paulo Freire pensando o processo de construção da leitura e da escrita na Educação de Jovens e Adultos enquanto um paradigma contra-hegemônico. Neste estudo, objetiva-se investigar as teorias de Paulo Freire como fundamentos metodológicos para a aquisição da leitura e da escrita. O aporte teórico está ancorado principalmente nas teorias Feirianas, com base nas obras: Pedagogia do Oprimido (1987); Conscientização (1980), entre outras obras que colaboraram para o embasamento deste trabalho, assim como outros autores que pesquisam, discutem e problematizam a temática em pauta. Metodologicamente, esta pesquisa se caracteriza como qualitativo-descritiva (Minayo, 2002; Gil, 2008) e igualmente militante (Jaumont; Varella, 2016), tendo como campo empírico uma escola pública da rede municipal de ensino da cidade de Amargosa-BA. Para a produção dos dados utilizou-se de entrevista semiestruturada com estudantes e questionário aberto, por meio da plataforma Google Forms, com docentes, tendo a Análise de Conteúdo (Bardin, 1977) como aporte para o tratamento dos dados. O estudo revela que é urgente refletir sobre o legado de Paulo Freire e seu método de alfabetização revolucionário, uma vez que esta pesquisa ressalta as ricas contribuições do autor para o processo de construção da leitura e da escrita.

Este artigo objetiva analisar os componentes e metas para o ensino da leitura no cotidiano das turmas de alfabetização de crianças (em específico, do 1º ao 3º ano do Ensino Fundamental), considerando a questão da rotina e do planejamento pedagógico. Para tanto, tomaremos como objeto de estudo o Projeto Alfaletrar, realizado pela rede municipal de Lagoa Santa, em Minas Gerais. A análise buscou responder a duas questões norteadoras deste estudo: de que forma o ensino da leitura se concretiza no cotidiano das práticas alfabetizadoras? Como as redes de Ensino podem orientar a promoção de práticas de alfabetização nas escolas públicas de modo a garantir que todas as crianças sejam alfabetizadas? Longe de estabelecer um caráter prescritivo ou salvacionista para pensar o ensino de leitura no Brasil, ensejamos alargar o debate em torno de ações inspiradoras e concretas para uma “alfabetização com método”, conforme preconizou Magda Soares.

Este artigo apresenta uma Revisão Sistemática de Literatura com o objetivo de refletir sobre os conceitos e entendimentos da alfabetização e do letramento. A pesquisa envolveu a consulta de duas bases de dados: o Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior e a Scientific Electronic Library Online, com critérios de inclusão que garantiram clareza na apresentação dos conceitos e entendimentos encontrados nos artigos analisados. Os resultados destacam a necessidade de uma reflexão mais aprofundada sobre os processos de formação de professores para promover uma compreensão mais consistente dos conceitos de letramento e alfabetização.

O objetivo deste artigo é analisar as concepções docentes sobre a possibilidade de articular o ensino de História e a Alfabetização nos Anos Iniciais do Ensino Fundamental. Os procedimentos metodológicos foram: a constituição de um Grupo Colaborativo de Estudos com professores de um município do interior do estado de São Paulo e a realização de entrevistas semiestruturadas. A análise das respostas foi feita a partir do referencial da Pedagogia Histórico-Crítica. Foi identificada uma preocupação dos professores em relação ao planejamento da disciplina de História, por conta do pouco tempo para se trabalhar a disciplina em virtude da preparação dos alunos para avaliações externas. Constatou-se ainda a possibilidade de articular o ensino de História e o processo de Alfabetização, fundamentados pela Pedagogia Histórico-Crítica.

As análises deste artigo se debruçam acerca dos processos educacionais da Guiné-Bissau durante a revolução armada, estudando as principais características, dados e estatísticas do ensino colonial imposto pelos lusos e as críticas de Amílcar Cabral ao regime educativo assimilacionista que reforçava a continuidade da dominação e submissão. Identificando o projeto de reestruturação nacional proposto pelo PAIGC, o estudo aborda a chegada de Paulo Freire a Guiné-Bissau, convidado pelo ministério da educação do país, e sua práxis político-educacional diante das complexidades da nova nação. Propomos um diálogo crítico com a máquina do Estado, aqui representada pelos líderes do PAIGC e sua mais significativa decisão: a adoção da língua portuguesa no processo de reafricanização de mentalidades, mediante a educação revolucionária que seria desenvolvida no país, à medida que se tem o dilema de Freire: como exercer uma pedagogia libertadora e a completa emancipação de mentes, alfabetizando com a língua do colonizador?

Este artigo aborda a formação de professores/as alfabetizadores/as, com o objetivo de analisar os desafios e possibilidades na formação de professores/as alfabetizadores/as a partir das políticas educacionais. Defende-se a perspectiva de alfabetização atrelada ao letramento e fundamenta-se em autores como Soares (2003, 2004, 2018), Mortatti (2000, 2015), Piccoli (2015), Martiniak, Brisola e Padilha (2022), e Hoça, Romanowski e Cartaxo (2016). A pesquisa segue uma abordagem qualitativa, com reflexões teóricas baseadas em revisão bibliográfica e análise documental. Os resultados indicam que a formação de alfabetizadores/as é essencial para uma alfabetização eficaz e integrada às práticas sociais. Contudo, identificam-se lacunas curriculares na formação inicial e ressaltam-se a relevância das políticas de formação continuada, como o PNAIC e o PNA para superação de tais lacunas. Entre os desafios, destacam-se as abordagens tradicionais e a descontinuidade das políticas educacionais, as quais acrescentam novos nomes aos programas sob diferentes governos, mas mantêm formatos similares e o distanciamento com as universidades, enquanto instituições formadoras.

O objetivo do artigo é analisar os sentidos atribuídos pelos estudantes do curso de Pedagogia às experiências vividas no Programa Institucional de Bolsas de Iniciação à Docência (Pibid) no processo permanente de construção de seus saberes como futuros professores em formação. Parte-se da análise documental dos relatos reflexivos escritos por nove estudantes que participaram no edital 2020-2022 no subprojeto Pedagogia, que se desenvolveu durante a pandemia. A análise desse material se deu com base na perspectiva metodológica dos núcleos de significação de Aguiar, Soares e Machado (2015) e Aguiar e Ozella (2013). Nessa análise, foram identificados três núcleos de significação: 1) “Sem o outro, meu reconhecimento enquanto professora não existiria”; 2) “o conhecimento girava em torno do mundo da criança e dos seus gostos.” 3) “replanejar rotas e pensar em novas possibilidades a partir da reflexão”. Estes refletem um conjunto de discussões sobre as experiências pessoais dos estudantes com a docência, que naquele momento se fez possível a partir do uso das tecnologias no processo de alfabetização das crianças.

Neste trabalho, pretendemos colocar em destaque a sugestão de ação pedagógica apresentada por Magda Soares, na obra Alfaletrar: toda criança pode aprender a ler e a escrever. Isso porque, com foco na aprendizagem da escrita, da leitura e da produção de textos, a autora sugere uma interessante proposta de ensino com metas integradas e atividades articuladas de alfabetização e letramento que levam a criança à aquisição e ao aprimoramento de habilidades e competências de leitura, interpretação e produção de textos durante o ciclo de alfabetização e letramento. A partir de uma revisão bibliográfica da obra, interessa-nos refletir acerca da teoria que embasa a proposta e, de modo especial, a noção de representação colocada pela autora. Diante do que é apresentado, observamos que para dar conta da proposta conjunta de alfabetização e letramento, Soares articula diferentes teorias de alfabetização e linguística, que divergem quanto ao conceito de representação, mas que não impede de Alfaletrar se apresentar como uma proposta efetiva de alfabetização e letramento com foco no ensino em função da aprendizagem.

Considerando o persistente fracasso escolar da alfabetização no Brasil, este estudo tem como objetivo realizar uma revisão de literatura sobre a aprendizagem de leitura e escrita nos anos iniciais do Ensino Fundamental a partir dos documentos curriculares aprovados em âmbito nacional e estadual, respectivamente: a Base Nacional Comum Curricular (BNCC) e o Referencial Curricular do Paraná: princípios, direitos e orientações (RCP). A metodologia desta pesquisa caracteriza-se como análise documental. Foi realizada também revisão narrativa de literatura com base nos estudos de Soares (2009; 2020; 2022), Klein (2012), Soares e Batista (2005), Sebra e Dias (2011) e Foucambert (1994) acerca da alfabetização e do letramento, bem como adaptação de procedimentos da revisão sistemática de literatura para o mapeamento de produções publicadas sobre o tema no período de 2015 a 2023. Os estudos realizados apontam fragilidades no processo de alfabetização e letramento, além de contradições nos documentos curriculares. A base prática da pesquisa foi construída a partir da implementação de atividades de alfabetização e letramento do Manual Didático de Praxedes e Araújo (2023), desenvolvidas em uma turma de 2º ano da rede municipal de Cornélio Procópio. Os resultados evidenciam que a integração de atividades contextualizadas contribuem para a aprendizagem das habilidades de leitura e escrita dos estudantes.

A presente pesquisa tem por objeto de estudo: o método autobiográfico como elemento de formação no processo de alfabetização em classes multisseriadas. Parte da seguinte questão-problema: Como se caracterizam suas rotinas na alfabetização de crianças em classe multisseriada na escola do campo? Tem por objetivo: caracterizar as rotinas de alfabetização em classes multisseriadas em escolas do campo. A pesquisa fundamenta-se na concepção de alfabetização em classes multisseriadas como uma modalidade educacional marcada por singularidades inerentes à identidade e à cultura dos povos do campo. Sobre as classes multisseriadas, entende que são contextos que oferecem a primeira etapa do ensino fundamental (1º ao 5º ano), em um espaço único de aprendizagem, para atendimento de alunos que se encontram em diferentes séries ou anos escolares. No que concerne aos aspectos metodológicos, trata-se de um estudo orientado pelos princípios do método autobiográfico, consolidado por meio da pesquisa narrativa, conforme as proposições de Dominicé (1988) e Ferraroti (2010). A produção das narrativas ocorreu por meio de entrevistas narrativas a partir dos pressupostos de Schultze (1992). Participaram da pesquisa, (03) três alfabetizadoras que atuam em uma escola de classes multisseriadas, de uma escola do campo, da rede municipal de ensino da cidade de Caxias/MA (locus da investigação). O método autobiográfico nesse estudo, considera a dimensão do reconhecimento da subjetividade das professoras alfabetizadoras e suas contribuições no processo educacional de crianças residentes no campo ao longo do tempo.

O presente trabalho teve como cenário de análise e verificações as contribuições do método fônico que baseia seu processo de ensino-aprendizagem da alfabetização pautadas nos princípios do método de Maria Montessori, Capovilla e Soares, este artigo apresenta uma pesquisa de abordagem bibliografica e de campo. Apresentando inicialmente o processo de construção da metodologia do método fônico, chegando ao encontro da organização do ensino analisado, no qual foi possível pontuar as contribuições do método fônico, com o enfoque no processo de alfabetização. Este artigo tem como principal objetivo identificar quais são as contribuições do método fônico no processo de alfabetização. A intencionalidade dessa concepção pedagógica passa essencialmente pelo caminho de uma prática educacional voltada à autonomia e ao progresso individual do aluno, proporcionando espaço e tempo para tal.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This text contains an analysis of a set of questions and options related to the weight of the written language, its learning and impact: from one side, on the development of cognitive capacities and, therefore, of the ideas and the scientific knowledge; and, from another side, given the prominence of the human beings' egotist ambitions, on the unavoidable creation of antagonisms, inequalities and oppressions from some on others, culminating on merciless class fights. So, although I have mainly written scientific papers in usual standardized molds, my option in this paper is to revindicate the freedom of writing out of those molds without, anyway, renouncing to the scientific reasoning. [ABSTRACT FROM AUTHOR]

This paper proposes a reflection on the training of the beginner reader, that is, the one who initiates his contact with reading and writing, in the literacy period. In order to do so, it aims to explain theoretical issues hardly explored in the literacy training, as well as point out ways to change the national scenario of low reading rates. The article explores the cognitive aspect of reading, focusing on the stages prior to the grapheme-phonemic correspondence, specifically about the recognition of letters and the necessary process of dissimetrization for reading (neuronal recycling), emphasizes the importance of the phonological path of reading during the literacy process, which presents the different correspondences between graphemes and phonemes present in the Brazilian Portuguese (PB) system, and emphasizes the essential development of phonemic awareness as a way to minimize the problems of literacy that extend throughout the training of the reader in later grades of Basic Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A alfabetização e o letramento de crianças deve ser uma preocupação para o educador formado e em formação. À vista disso, objetivou analisar a produção científica entre 2019 a 2023 acerca das estratégias educativas investidas com vistas à redução das dificuldades de leitura e escrita de estudantes dos anos iniciais do Ensino Fundamental. Para tanto, foi utilizado o mapeamento sistemático da literatura, proposto por Rocha, Reis Nascimento e Nascimento (2018). Diante disso, elegeu-se a Scielo e a Google Scholar como bases de dados para a busca de artigos. Identificou-se o total de 20 (vinte) textos. Os resultados apontam que o ensino deve ser condizente com o contexto sociocultural dos discentes. Além disso, a formação dos educadores, inicial e continuada, deve contemplar o enfrentamento das dificuldades de aprendizagem com a utilização de metodologias diversificadas, fazendo uso de tecnologias e práticas lúdicas. Ademais, deve-se considerar a relação entre família e escola para o sucesso educacional, notadamente, em circunstâncias desafiadoras como foi no ensino remoto durante a pandemia.

O presente artigo analisa os saberes e significações produzidos por adultos a partir de vivências em práticas educativas do Movimento de Alfabetização de Jovens e Adultos (MOVA), em Belém/Pará. Ancoramo-nos nos estudos de Freire (2016; 2019) e Brandão (1984, 2002), no campo da educação; em Araújo (2007), Gadotti (2008), Jardilino e Araújo (2014) e Moll (2011), no campo da educação de jovens e adultos; e em Kleiman (2007) no campo do letramento. Os dados foram produzidos por meio de entrevistas semiestruturadas, na perspectiva da história oral. Os resultados apontam que os saberes e significações produzidos a partir de vivências em práticas educativas do MOVA possibilitaram a criação e recriação de saberes necessários à vida cotidiana. O impacto positivo produzido em suas vidas, permitiu-lhes a participação em práticas letradas mais efetivas, como a aquisição de um emprego melhor, leituras de impressos que circulam no dia a dia, leitura mais crítica da realidade, elevação da autoestima.

RESUMO: Este artigo de revisão tem como escopo inventariar e analisar artigos científicos brasileiros sobre a alfabetização de pessoas cegas. Para tanto, foi realizada busca sistemática, por assunto, no Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Obteve-se, como corpus para análise, apenas 7 artigos científicos nacionais, publicados entre 2007 e 2022, em periódicos diferentes, sem a identificação de padrões a respeito de sua inserção, frequência e difusão bibliográficas, dos quais apenas 3 estão indexados na base Scielo. Os artigos, em suma, evidenciam a relevância do braille para aprendizagem inicial da leitura e escrita dos aprendizes cegos, mas, em termos amostrais, mobilizam dados limitados e reduzidos, sobretudo porque gerados com número pouco representativo de participantes cegos. O espaço-tempo da classe comum inclusiva ficou ausente da produção periódica localizada, que abordou, principalmente, instituições ou contextos especializados. Além disso, os cenários de pesquisa e a procedência institucional dos autores são concentrados no eixo Sudeste-Sul brasileiro, bem como persistem insuficiências teórico-metodológicas na comunicação científica das pesquisas. Por isso, recomendam-se novos e amplos estudos, que explorem as interfaces entre alfabetização e cegueira no Brasil, com a difusão de seus resultados em periódicos científicos.

O artigo tem como objetivo analisar, por meio da Base Nacional Comum Curricular, como a Alfabetização é percebida no contexto do processo de ensino e aprendizagem, tendo como parâmetro de análise os pressupostos teórico-metodológicos da Teoria Histórico-Cultural. A metodologia adotada foi a pesquisa bibliográfica e documental, tendo como referência autores que têm como pressuposto a Teoria Histórico-Cultural, como: Vigotski (2000), Leontiev (1978), Luria (1991), entre outros. O estudo revelou que a BNCC compreende a alfabetização como um treinamento relacionado à consciência fonológica, o que implica uma visão descontextualizada, técnica e reducionista do processo de ensino e aprendizagem.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We intend to publish an unprecedented interview with professor and researcher Dr. Cecilia Maria Aldigueri Goulart (UFF), a reference in Brazil and Latin America in the field of Language Studies, the Process of Decoding Letters and Words, and Literacy. The aim is to address central issues in the current debates on The Process of Decoding Letters and Words, and Literacy, mainly linked to: Public Literacy Policies in Brazil in recent decades, literacy teacher training policies, relevance and currency of the concept of Literacy in the academic field, literacy methodologies and their foundations, language and knowledge development processes, literacy at school, academic research in this area of knowledge, among Other fundamental themes on literacy in contemporary Brazil, addressing the multiple dimensions involved in the processes of Decoding letters and words and Literacy. [ABSTRACT FROM AUTHOR]

This paper presents the results of a theoretical research on the interference of linguistic knowledge, more exactly, those on phonological awareness, in the practices of literacy teachers. The analysis is guided mainly by the theoretical-epistemological contributions of the field of literacy, that is: linguistic knowledge of grapheme and phoneme relations (Cagliari, 1993); Phonetics and phonology in the formation of the literacy teacher (Soares, 2020a, 2020b, 2020c); mediation and teacher intervention (Adams, 2006). The methodology consisted of a bibliographic review that sought to highlight, in addition to the main theorists of the field, master's and doctoral research, among others, that were dedicated to the theme. The results highlight the importance and positive interference of the linguistic knowledge (phonetics, phonology) of the literacy teacher in her teaching practices. [ABSTRACT FROM AUTHOR]

The article, based on historical and dialectical materialism, derives from the following question-problem: what theoretical-conceptual and didactic-methodological aspects should be prioritized in the continuing education actions of literacy teachers? Taking as a starting point the experience of the researchers at the head of teacher training projects in public schools, the study aims to produce a contribution that critically confronts contemporary legal frameworks for literacy; for this, the main contradictions of such frameworks will be revealed. The point of arrival, which is also the additional objective and the intended result, is the presentation, didactic and with indications for further study, of guidelines for continuing education of literacy teachers, which bet on autonomy, as opposed to alienation. [ABSTRACT FROM AUTHOR]

The present study aimed at analyzing the three editions of the National Common Curriculum Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area within our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on documentary analysis and semi-structured interviews carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block, in State Department of Education In Distrito Federal. For data processing, thematic content analysis was used (Bardin, 1977; Franco, 2018). The results point to a rupture with the perspective of literacy combined with a reduction in time for the reading and writing consolidation in the cycle. On the other hand, a defense of the phonic method of literacy was noticed. [ABSTRACT FROM AUTHOR]

In the last decade, that is, between 2012 and 2022, literacy teachers in the Semiarid Zone of the State of Bahia joined the Program Literacy at the Right Age (PNAIC in Portuguese), in which the theoretical foundations of alphabetization and literacy practice have been accessed. hroughout this period, little is known about the images that remained of these foundations in teachers' narratives about their classroom practices. This study, therefore, based on the studies of intertextuality referenced by textually oriented discourse analysis (ADTO) (Fairclough, 2001) and based on the theory of social representations (Jodelet, 2001; Abric, 2016) aims to describe the new discursive anchors and the transformations of the concepts of alphabetization and literacy in the narratives of a group of literacy teachers trained by the PNAIC program. From these analyzes, changes in positions and knowledge will be observed, in addition to highlighting the relevance of this type of study for the monitoring of future continuing education projects in Brazil. [ABSTRACT FROM AUTHOR]

The present research was outlined in literacy in the 3rd year of elementary school: an analysis of challenges faced by the family and post-pandemic pedagogical strategies. The objective was to present the challenges faced by the family and pedagogical strategies in the post-pandemic literacy process, in the 3rd year of Elementary School. The work unfolds in three points. First, the pandemic and post-pandemic scenario is presented. In the second and third points, they analyze, based on data collected through the application of questionnaires with the families of students in a 3rd grade class of a public school in Cascavel-PR, about the family's perception regarding literacy and the challenges faced during the pandemic, and the post-pandemic pedagogical strategies. It reflects on the importance of the mediation of the teacher and the school as an educational institution in the teaching-learning process, especially for students in the literacy phase. [ABSTRACT FROM AUTHOR]

This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher's pedagogical work organization. The discussion emphasizes how the teacher - by means of a planning structure - develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students' collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes. [ABSTRACT FROM AUTHOR]

The article revisits Zasso's research (2008), whose theme was writing in the context of school literacy, approached from the enunciative perspective of the linguist Émile Benveniste (1988,1989) and from the perspective of the sociology of culture by Bhabha (1998). The purpose is to show that the mechanism for producing personal references in the act of writing is marked by the uniqueness of the person who writes. Data collection took place in writing workshops with a group of children in the literacy process of a public school. The research allows us to state that the act of writing is always conflicting due to the presence of reflections, doubts, successes, errors, etc. about writing and the fact that the subject who writes is constituted in an interval space, non-coincident, of the enunciation with the enunciation. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the literacy process based on Paulo Freire's epistemological perspective and his political-emancipatory method, as well as contextualizing the Paulo Freire "method" according to the proposal made with students in training and their illiterate or poorly educated family members, experienced as a reinterpretation of the forty hours in Angicos. The theoretical support used is based, especially, on the contributions of Paulo Freire, Brandão, Lyra, among others. In the methodological scope, this is a qualitative participant-type research, with data production through observation, recording in a field diary, and analysis of documents (reports). The results point to Paulo Freire's valuable literacy method and how it proves to be current, constituting the basis of the literacy process of the working class. Furthermore, the data reveals the importance of Paulo Freire's legacy and the need for its constant reinvention, as proposed by the author himself. [ABSTRACT FROM AUTHOR]

Understanding that literacy must be significant, relevant and happen as a process that is inseparable from the social construction of reading and writing practices, in this article, we aim to answer: what are Paulo Freire's main considerations about literacy and the relationship between literacy and reading the world? We aim to present the main ideas of emancipatory literacy, from the Freirean perspective. This is a theoretical and documental study, considering writings by Paulo Freire and scholars of his thought on literacy and documents available in the Paulo Freire collection of the Instituto and Memorial Paulo Freire. It is concluded that Paulo Freire's pedagogy drives us to understand that language and reality are dynamically linked. Reading and writing, texts, words, letters, cannot mean a break with the "reading" of the world. [ABSTRACT FROM AUTHOR]

This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace. [ABSTRACT FROM AUTHOR]

Identification of emotions in the educational environment is fundamental for the development of social competence. The present article presents work conducted with trainee teachers on emotions related with anger, sadness, fear, love and joy. The aim of this work was to examine whether teachers are able to recognise such emotions when exhibited through text and describe the way in which they experience such emotions when they are narrated. Through the use of different picture books illustrating the aforementioned emotions, interactions took place with trainee teachers in order to familiarise them with the texts. Study participants came from the Faculty of Education at the University of Murcia and were undertaking a Primary Education double honours degree. Participants were administered a simple instrument through which they stated whether emotions described in presented texts corroborated their perception of the same emotions and whether, in addition, texts provoked the same emotion in them. Unlike implicitly illustrated emotions, those that were explicitly illustrated in picture books were generally detected by participants. This, therefore, indicates that emotion identification concurs with social awareness of emotions. It appears likely that the critical approach when applied to communication, in this case literary, is not yet well developed. Thus, inclusion of initial teacher training that includes emotions as a component of the communicative competence into the development of teaching and learning processes in the education system presents a challenge. [ABSTRACT FROM AUTHOR]

This work aims to present the main problems that have motivated the postgraduate research of teachers who teach writing in the first grades of schools in Bogotá in recent years. For this purpose, an exploratory systematic review was carried out (Manchado et al., 2009), with the support of a search protocol, the preparation of descriptive reports and the processing of information in MAXQDA software. Problems have been identified that derive from the persistence of canonical practices in classrooms, which, added to an efficientist-curricular perspective of learning, reduce the teaching and learning of writing to the management of a technique or the effective implementation of schooling. Finally, the importance of reorienting the teaching of writing is emphasized, taking into account the construction of meaning in texts, the creative possibilities of written expression, and children's experiences in school learning. [ABSTRACT FROM AUTHOR]

The work sought to map productions about literacy process evaluation during the initial period of Covid-19. It is a study supported on theoretical references that address the relevance of knowledge’s state and it had as a time frame the years from 2009 until 2020. The searches were carried out on the Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior in the Biblioteca Digital Brasileira de Teses e Dissertações, in the annals of V Congresso Brasileiro de Alfabetização and in the Revista Brasileira de Alfabetização. The five studies found indicate the meager production involving evaluation on literacy process during the emergency remote teaching. And, in addition, the investigation’s importance about how the practical evaluations were conducted by the teachers with the difficulties imposed by Covid-19, since follow-up and continuous evaluation are the benchmarks and guides for pedagogical planning and educational practice. [ABSTRACT FROM AUTHOR]

The article presents a State of the Art research on the training of literacy teachers to use digital technologies and media. The objective is to understand the state of the discussions and possibilities for continued training with a view to the inclusion of digital media in the teaching of literacy teachers, in publications in education. The research was carried out through a search in the Brazilian Digital Library of Theses and Dissertations (BDTD) -- from the Platform of the Brazilian Institute of Information in Science. Data analysis involved a thorough reading of the summaries, methodologies and results of research carried out between the months of August 2011 and January 2023, considering that this period contextualizes the development of new technologies and their dissemination in school spaces, highlighting the emergence of Covid 19 pandemic driving the use of these resources. In relation to theoretical deepening, the following authors stand out: Creswell (2013); André et al. (1999); Romanowski and Ens 1 (2006); Maia and Hobold (2014); Soares (2002) and Ferreiro (1995). The cited authors research different themes that support this study, with reflections on continuing teacher training, digital technologies and media, and literacy. The results, obtained through the analysis of master's dissertations and doctoral theses, point to the need for more investment in infrastructure in educational institutions focused on digital technologies and media and in the continued training of teachers for the appropriation of digital media in the literacy process. [ABSTRACT FROM AUTHOR]

Writing processing occurs at different levels of analysis: phonological, orthographic, morphosyntactic and semantic. In writing, as in reading, the lexical route is used for the transcription of more frequent words while the phonological route allows the phoneme-grapheme association of each unknown word component. During the literacy process, errors are common and demonstrate what hypotheses about writing the student raises at that moment. There are several classifications of spelling errors in the literature and this study seeks to classify them according to the phonological, orthographic, morphosyntactic and semantic levels and also according to three processes: substitution, omission or addition and word junction or segmentation. With these criteria, the spelling profile of typical students from the 2nd to 5th year of elementary school was outlined. The assessment was carried out by dictation of noun phrases applied to groups of 10 children at school. The dictations were analyzed by a panel made up of a speech therapist and a linguist and the errors were classified into 23 categories, subsequently analyzed by item response theory and invariance analysis. The behavior of errors throughout the school years was analyzed using Fisher's exact test. Errors in the substitution process decreased throughout school progression, while errors in the omission and addition process showed a statistically significant difference between the alphabetical phase and the orthographic phase of literacy, and word junction and segmentation errors had statistical significance between the 2nd year and the subsequent years. [ABSTRACT FROM AUTHOR]

Objective: Considering the importance of the beginning of the academic trajectory for children to reach their full development, this work aims to evaluate the school readiness of preschool-age children and identify which factors influence these results, in order to contribute to the proposition of strategies that allow improving the teaching-learning process and child development. Methods: This is a cross-sectional, descriptive and analytical study with 443 preschool children belonging to the West Region Cohort (ROC Cohort), from the public school system of the city of São Paulo. School readiness was assessed by the International Development and Early Learning Assessment (IDELA) tool. Nonparametric techniques were used for the correlation analysis between IDELA scores and sociodemographic and socioeconomic conditions: Spearman’s parametric correlation, Mann-Whitney and Kruskal-Wallis tests. Results: The children’s mean age was 69 months (standard deviation — SD=2.8; ranging from 55 to 72 months) and most of them came from families with low socioeconomic level. Most children showed adequate readiness in the overall score (65%) and in most domains, except for emergent literacy, in which most (56.9%) were classified as “emergent”. The highest percentage of insufficiency was identified in executive functions (4.1%), which showed a correlation only with the caregiver’s education. Conclusions: Children had adequate school readiness scores, except for emergent literacy, but the insufficiency in executive functions may compromise the future schooling of these children. Thus, pedagogical proposals should consider these aspects for learning and pediatricians need to reinforce the habit of reading and playing games to stimulate child development. [ABSTRACT FROM AUTHOR]

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