Um estudo sobre a criança na fase inicial da escrita : a alfabetização como processo discursivo, de Ana Luiza Smolka

Abstract

This master's thesis is linked to the research line “School Cultures and Languages” (UFMT / PPGE) and to the “Triennial Research Project” of the Study and Research Group “Oral Language, Reading and Writing in Childhood” (UFMT / GEPLOLEI ), aiming to contribute to the understanding and strengthening of literacy as a discursive process, pioneered in Brazil by Ana Luiza Smolka. This process is not limited to the mechanical and technical act of teaching-learning to read and write, but there are different and successive discursive moments experienced by children during a school period, so that they realize that such a practice besides giving them access to cultural goods accumulated during the times, it is also a means of interlocution and language that are constitutive and necessary aspects for a life in society. They are anchored in the principles of interaction, interlocution and production of meaning / significance proposed by Smolka in his doctoral thesis, taking as a theoretical framework the discursive perspective of literacy centered in the Circles of Vigotski and Bakthin. Through documentary research centered on the approach of Cultural History (Chartier), the procedures of localization in online databases, meeting, selection and analysis were used in a Research Instrument containing Brazilian academic-scientific productions in the discursive perspective in different Brazilian regions, as well as the Analysis of the Textual Configuration (Mortatti) of the 13th edition of the book The Child in the initial phase of writing: literacy as a discursive process, namely: the main aspects of his life and work, the thematic-content aspects, the structural-formal aspects of the book, the historical moment of defense of the thesis and publication of the 1st. edition of the book and the circulation of this knowledge in Brazil. The main results obtained through this research were to understand the assumptions of the theoretical-methodological perspective proposed in the doctoral thesis in 1987 as well as the circulation of the book during these 30 years, starting with the Southeast region and advancing the other regions as it is perceived in the State Mato Grosso and Pará. It was also found that literacy as a discursive process is to value teaching relationships in interaction, through dialogical practices that produce meanings for our children; causing them to develop as producers of cultures wishing to be the authors of their verbal and oral texts; to take a critical and political view of everyday issues; knowing how to express their points of view in defense of what they like or dislike to read among the different possibilities of textual and literary genres offered by the literacy teacher.