O trabalho do professor com a psicogênese da língua escrita no processo de alfabetização de alunos do 2º ano do ensino fundamental

Abstract

The main objective of this monograph is to investigate how teachers who work in the literacy process with 2nd grade students develop the organization of their teaching practice through the Psychogenesis of Written Language. Discussing the teacher's conceptions of the Psychogenesis of Written Language and Literacy; identifying the difficulties the teacher encounters in working with the Psychogenesis of Written Language in the classroom; discussing the pedagogical practices adopted by the teacher to work with the different levels of development of their students' writing hypotheses during the literacy process; analyzing whether the school institution offers continuing training for teachers working in the literacy process in the early years of elementary school in relation to the Psychogenesis of Written Language; identifying the levels of conceptualization of the writing of students in the literacy process. The pedagogical work of the teacher who works in the literacy process of students in the early years of elementary school with the Psychogenesis of Written Language impacts on the learning process of students who are inserted in the stage of the literacy cycle, students who are in the process of acquiring written language and reading. The research participants were the teacher in charge of the 2nd grade class and eleven students, seven girls and four boys aged seven, enrolled in the 2nd grade of a public school in the rural area of Tenente Laurentino Cruz/RN. The research methodology used a qualitative approach, making use of participant observation, semi-structured interviews and diagnostic activities to probe the students' spontaneous writing hypotheses. Support was sought from studies by Ferreiro and Teberosky (1999), Ferreiro (1895; 1995; 2011), and Soares (1990; 2003; 2004; 2009; 2015), among other authors. Based on the analysis and discussion of the primary data collected, it can be highlighted that the teacher does not use activities in her classroom that stimulate the development of written language in her literacy students, thus not developing the organization of her teaching practice through the Psychogenesis of Written Language, This work was supposed to be explored in the literacy process, in the students' daily lives, prioritizing their previous knowledge, their experiences and taking into account each student's level of conceptualization of writing, being carried out simultaneously with the content taught and worked on by the teacher in the classroom. Thus, we believe that this research can contribute to redirecting the pedagogical practice of the literacy teacher, since we believe that it is imperative to work with the Psychogenesis of Written Language in the literacy process of students in the early years of elementary school and that the models and practices of initial and continuing training offered prioritize pedagogical work committed to quality education, consistent with the student's reality, with the aim of literacy.