A metamorfose pela alfabetização : reflexões acerca das experiências dos centros de alfabetização do município de Codó-MA.

Abstract

Reflections about the experiences of the Literacy Center in the municipality of Codó-MA is the theme I address in this dissertation, with the objective of analyzing these experiences in the perspective of provoking critical thoughts about the literacy process, where theory and practice can make connections in the sense of guarantee the right to literacy for children aged 6 to 8 years, emphasizing the self-organizing process. The empirical context of the research that originated this study were three Literacy Centers, which serve 723 children from (1st to 3rd year of elementary school), 47 teachers, 3 supervisors and 3 managers, and that before 2016 functioned as elementary schools (1st to 5th year). After mapping the research audience, I held three face-to-face meetings at each center, where I conducted dialogue interviews with teachers, supervisors and managers, because due to the COVID-19 pandemic, it was not possible to observe students in classroom experiences. In sequence, I applied a questionnaire of 17 questions through Google Forms, with 11 objective questions and 6 subjective, and taken an interview with the supervisors through WhatsApp. The answers given to the questions by both of them allowed me to analyze the whole context, from the physical spaces, didactic material, theory/methodology employed, as well as the initial and continued training of the teachers, and the evaluation applied to students. At the end of the reflections, I realized that many weaknesses still exists in the centers, which may imply in the long-awaited transformation of the literacy process of the children who study there, in case there is no more investments in the physical structure, didactic material, continuous training of teachers from reflecting on their own practice, and decreasing teacher turnover. However, it was possible to notice some pedagogical changes, such as the exclusivity of a supervisor in each center and the implementation of external and internal evaluations, to measure and monitor the practices of teachers in order to redesign actions, and thus improve performance reading and writing skills.