Imagens do vi-ver : o aprender de crianças do ciclo inicial de alfabetização.

Abstract

This is an account of an ethnographic social research in which I tried to understand what is mundane in the experiences of learning to read and write of children of the initial literacy cycle, narrated with the support of photography and oral and written description, based on a theoretical and methodological approach based on photobiography. Seventeen children from the initial literacy cycle, students from a school in Santa Cruz do Sul, Rio Grande do Sul, participated in the research and were invited to photograph. The camera in his hands directed the gaze on the research and his speech and writing complemented understandings about reading and writing in their lives. Meetings were held with the children in which the culture circle, focus group and interview were mobilizing. With this study I did not seek to reveal or defend a specific literacy methodology, but to talk about the potencies, concerns and disturbances revealed by the children, such as: the school talks little about itself with the children; the feminine is still a potent reference of education in the lives of children; although digital technology is a literacy powerhouse, handwriting is an authorial action; switching from writing with script letter for cursive writing reveals a status change from literacy to literate; the understanding of reading and writing as decoding for reading and writing as action in the world is closely linked to school progression year by year, that is, learning to read and write and literacy are wellmarked moments in children's lives; reading is an activity that happens in different spaces and times beyond school, but writing, considering the production proposals, is a fundamentally school activity; the making of the book, as a photobiographical movement, was a powerful authorship exercise for children.