CONCEPÇÕES DE ESCRITA NO CICLO DE ALFABETIZAÇÃO: O QUE DIZ E O QUE FAZ O PROFESSOR?

Abstract

The issue of learning to write is not a recent issue in our literature. However, there still does not seem to be a consensus on what it is, in fact, to learn the written language. The reason for this, perhaps, lies in what the teacher thinks about what the written language is and how, based on that question, he chooses the pedagogical activities. Given this context, the present study is aimed on analyzing the concept of written language for teachers of the Literacy Cycle and if this concept is reflected in the activities used in the classroom. To achieve this goal, we conducted a semi-structured interview with three teachers, one from each series of the Literacy Cycle, who teach in schools in the city of Fortaleza-CE as well as an activity from each series, selected by the researched teacher. Through the analysis of these data, we found that the teachers' speeches signaled the conception of written language, sometimes as code, sometimes as interaction. In the activities selected by the teachers, there is an alternation between proposals involving different discourse genres, although proposals still considered more traditional, such as the use of calligraphy, rhyming texts, copying, and appreciation for form. There are times for both practices. In this case, the conception of writing revealed on the interviews was reflected in the pedagogical practice.