O cativar nas relações de ensinagem : (re)ssignificando a leitura e a escritura no processo de alfabetização, em uma escola municipal de Cuiabá - MT

Abstract

Language is a process of interaction in which human beings communicate with each other, transforming it into an exercise full of meanings and senses, and through it, children understand themselves and also the world around them, highlighting historical and cultural relationships. It is known that working with texts becomes an important ally in the educational environment, provoking and constituting essential principles in literacy, even in the early years of education. In this sense, this dissertation, linked to the Study and Research Group on Oral Language, Reading and Writing in Childhood (GEPLOLEI), related to the research line “School Cultures and Languages” of the Postgraduate Program in Education at the Federal University of Mato Grosso, proposes to understand the resonances of the theoretical and methodological assumptions that support the organization of the pedagogical practice of literacy teachers, in the work with literature, reading and writing, based on teaching relationships involving mediation and interaction strategies in the child's learning process. To this end, the research training approach was used, as collective meetings were offered through Training and Collaborative Workshops for teachers who taught classes in Elementary School classes in the Early Years at a Public School in the city of Cuiabá, Mato Grosso. Through the experiences shared during the workshops, we hoped to contribute to the pedagogical practice of the teachers by (re)ssignifying the production of meaning and the teaching relationship in the literacy environment in a captivating and provocative way. Based on this training proposal, we considered it possible to produce data that meet the initial question that guides this research: How do the teaching relationships established by literacy teachers enhance the work with literature, reading, and writing in Elementary School classes? The theoretical approach used in the training process and in the production of data was anchored in the assumptions of the historical-cultural perspective of human development by Vygotsky (1978), in the propositions of language and enunciation subsumed by Bakhtin (1981), in the literacy processes anchored by Mortatti (2006), in the conceptions of language understood in a discursive, dialectical and dialogic way by Freire (2020), Smolka (2012) and Geraldi (1984), among other researchers from this perspective. Regarding the research-training methodology and using characteristics of the collaborative process, it was based on the conceptions of Santos (2019), Bandeira (2016), Ferreira and Ibiapina (2011). Based on this study, the results evidenced indicate significant contributions related to the theoretical-methodological conceptions in literacy of the teachers who will have access to the data produced. Thus, it is believed to be plausible to record the (trans)formations that this research provided in relation to the ethical, aesthetic, esthetic, poetic and literary aspects related to reading and writing practices involving the integral and human formation of the child through teaching processes.