A Experiência do Ciclo de Alfabetização (1986-1988) na Formação dos Professores da rede municipal de ensino de Recife

algumas reflexões

Abstract

We know that the implementation of the Literacy Cycle was achieved through the dissemination of studies on the psychogenesis of written language, phonological awareness, and the uses and functions of writing. Given this, and having learned of the successful practices of some teachers who had participated in the implementation of the Literacy Cycle in the Recife municipal school system (1986-1988), we decided to learn more about this experience of the teachers. We conducted a study to understand the implementation process of the Literacy Cycle in the Recife school system from 1986 to 1988, as well as its influence on the teaching practice of literacy teachers. To achieve this objective, it was necessary to investigate the conceptions of literacy that were discussed in the Literacy Cycle, and to verify the guidance given to literacy teachers regarding the specific work of appropriating writing. To produce the research data, we analyzed a report that presented the theoretical discussions and didactic approaches provided during the training for literacy teachers in the network. We also conducted interviews with six teachers who participated in the implementation of the Cycle, a Portuguese language advisor, and a supervisor from the school system. We observed that the report included discussions about the teaching/learning concepts considered at the time of the Cycle's implementation in Recife. We analyzed the presence of suggested activities that addressed the proposals presented in the material and, to study these proposals, we created a table composed of categories based on the cognitive processes used by the children to answer the tasks. With this categorization of activities, we realized that almost all the proposed exercises, about 75%, involved phonological analysis. These activities were suggested through work with texts. Through the selection of a keyword, all the phonological reflection work was carried out. In the interviews with the teachers, they mentioned working with texts, considering their prior knowledge. Thus, we identified a very well-articulated theory-practice relationship during this period, a relationship that favored the construction of teaching practice in literacy, encompassing the pedagogical proposals of the Cycle. Keywords: Reading, writing, construction.