Docências, crianças e políticas de alfabetização/letramento : entre capturas e possibilidades nas escolas municipais de Arroio do Tigre/RS.

Abstract

This research, linked to the Learnings, Technologies and Languages in Education Line of Research, of the Post Graduate Program - Masters Degree, of the University of Santa Cruz do Sul, aims to comprehend how the teachers, who participate in the sustained formation of the Literacy at The Right Age National Pact Program (PNAIC in its Portuguese Acronym), organize the practices of literacy towards children in their first year in the Elementary School. It is a research developed in the municipal teaching system of Arroio do Tigre, in the country side of Rio Grande do Sul, as teachers of the first year of Elementary School in the formation courses of PNAIC and in the school context. Considering the problematic of reading and writing in the historical context of he brasilian education, adds up the possibility conditions of the PNAIC, linking up to the National Plan of Education, to the Education Developing Plan, to the Policy of Extension of the Nine Years Elementary School and the Pro-Literacy Program - Mobilization in The Quality of Education. From the Perspective of Complexity, the methodology is based in the narrative studies with contributions of Connelly and Clandinin, Larrosa as well as the principles proposed by Edgar Morin. In this process, from the sensible hearing and the lively, it takes as materiality the studies of the PNAIC didactic notebooks, focused on the oral language and writing, the classes diaries, the narratives of the researcher, the teachers and the children to reflect the teaching actions and the production of the childhood in the contemporary school. In this studies, emerges the game of catches and possibilities. The teachers are caught by the pedagogical speeches that permeate the sustained formation in the PNAIC, working in the technical and instrumental way. The children, in the same way, are caught by the teaching actions in the classroom context, being that, in this catch, there is no time to be a child in the playing, poetic, esthetic and ethical experience. To play with words, to toy with them, in the experience of being language. It is to transcend in the educative practice, opening possibilities to the pair experience/senses in the contemporary school, contradicting instructional/technical practice of teaching how to read and write.