O impacto do "Pacto nacional pela alfabetização na idade certa" no ensino da leitura inicial em escolas municipais e estaduais de Santa Cruz do Sul : dando voz aos professores.

Abstract

This dissertation has as theme the learning and the teaching of reading for children aiming to investigate the impact of the National Pact for Literacy at the Right Age in the initial teaching practices of reading in municipal and state schools in Santa Cruz do Sul. The choice to investigate the learning and the teaching of reading in training Pact also has personal, as the researcher participates in this training as a literacy teacher for the 2nd year in a public school. To achieve this goal we have two methods: one bibliographic and another experimental. In the first chapter, in which we have the bibliographic research, we cover the language and its relation to cognition and the implications for the comprehension of the nature of reading. We also relate cognitive development with phonological awareness in the process of learning to read and write. After, we turn our attention to the studies on literacy. We analyzed the literacy methods and implications of the phonic method and the global method in the historical perspective of literacy in Brazil. Following, we present the National Pact for Literacy at the Right Age in initial teaching reading as a public policy that aims to improve quality in basic education. In the second chapter, in which we have the experimental part of the research, we present the description of the research, the data that we have obtained and the analysis of them. The data collection was performed through interviews with literacy teachers of public schools, municipal and state schools, and their respective coordinators, in Santa Cruz do Sul / RS. The results evidenced that the National Pact for Literacy at the Right Age had a positive effect in the qualification of the literacy teachers in regard to the understanding of reading and writing skills, based on the practice of literacy, considering the social uses of written language. On the other hand, the lack of expertise on the development of phonemic analysis and phonological decoding demonstrates that the training of literacy teachers was only partial. In addition, the lack of discussion about teaching and the appropriate methodology for literacy period based on the recent findings in neuroscience was proven, because most of the literacy teachers had only superficial information about this, revealing the need for exploration of such issues. It is necessary that the Brazilian government to keep investing in the continuing education of teachers, similar to what occurs with the National Pact for Literacy at the Right Age, to qualify literacy teachers. But we emphasize the importance of giving greater relevance to the improvement of knowledge of neuroscience on reading learning, so that in fact there may be qualification and advancement of teaching and learning of reading.