Conceptions of literacy in curriculum documents: a comparison Brazil Argentina

Detalhes bibliográficos
Autor(a) principal: Leal, Telma Ferraz
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/22027
Resumo: Taking a literacy perspective to approach the teaching of readind and writting, this research aimed to analyse an Argentine official curriculum document ("Diseño curricular para la escuela primaria"), in order to identify the underlying literacy conceptions and compare them with the conceptions present in Brazilian curriculum documents and with the "Política Nacional de Alfabetização" (PNA), launched by the Ministry of Education of Brazil in 2019. Documentary analyses were carried out according to assumptions described by Bardin. The Brazilian data were systematized from a previous study conducted by Leal, Brandão, Almeida, Vieira (2013), in which 26 curriculum documents produced by states’ and capitals’ educational departments were analyzed. The proposals were classified into three categories: 1 (literacy through immersion); 2 (literacy as learning the alphabetic code); 3 (literacy perspective to approach the teaching of reading and writting). In Brazil, trends 1 and 3 predominated, which guide a teaching in which the reading and production of authentic and integral texts permeate the literacy process. In the Argentine document, terms that refer to the constructivist approach predominate and literacy is defended in a perspective of insertion in social practices of reading and writing in parallel with the teaching of the specificities of the Alphabetic Writing System (category 3). In contrast to the perspectives of the curriculum documents, the PNA is based on synthetic methods to teaching reading and writing. Such an approach marks, therefore, a resumption of traditional conceptions of literacy focused on empiricist models.
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spelling Conceptions of literacy in curriculum documents: a comparison Brazil ArgentinaConcepción de alfabetización en documentos curriculares: comparación Brasil-ArgentinaConcepção de alfabetização em documentos curriculares: comparação Brasil Argentinaalfabetizaçãodocumentos curricularesleituraescritaliteracycurriculumeducational policiesalfabetizacióndocumentos curriculareslecturaescrituraTaking a literacy perspective to approach the teaching of readind and writting, this research aimed to analyse an Argentine official curriculum document ("Diseño curricular para la escuela primaria"), in order to identify the underlying literacy conceptions and compare them with the conceptions present in Brazilian curriculum documents and with the "Política Nacional de Alfabetização" (PNA), launched by the Ministry of Education of Brazil in 2019. Documentary analyses were carried out according to assumptions described by Bardin. The Brazilian data were systematized from a previous study conducted by Leal, Brandão, Almeida, Vieira (2013), in which 26 curriculum documents produced by states’ and capitals’ educational departments were analyzed. The proposals were classified into three categories: 1 (literacy through immersion); 2 (literacy as learning the alphabetic code); 3 (literacy perspective to approach the teaching of reading and writting). In Brazil, trends 1 and 3 predominated, which guide a teaching in which the reading and production of authentic and integral texts permeate the literacy process. In the Argentine document, terms that refer to the constructivist approach predominate and literacy is defended in a perspective of insertion in social practices of reading and writing in parallel with the teaching of the specificities of the Alphabetic Writing System (category 3). In contrast to the perspectives of the curriculum documents, the PNA is based on synthetic methods to teaching reading and writing. Such an approach marks, therefore, a resumption of traditional conceptions of literacy focused on empiricist models.A partir del enfoque de la alfabetización desde la perspectiva delletramento, esta investigación tuvo como objetivo analizar un documento curricular oficial argentino (“Diseño curricular para la escuela primaria”), con la finalidad de identificar las concepciones de alfabetización subyacentes y compararlas con las concepciones presentes en documentos curriculares brasileños y con la “Política Nacional de Alfabetización” (PNA), lanzada por el Ministerio de Educación de Brasil en 2019. Se realizaron análisis documentales según los presupuestos descritos por Bardin. Los datos brasileños se sistematizaron a partir de un estudio anterior realizado por Leal, Brandão, Almeida, Vieira(2013), en el cual se analizaron 26 documentos curriculares de secretarías estatales y de capitales brasileñas. Las propuestas fueron clasificadas en tres categorías: 1 (alfabetización por inmersión); 2 (alfabetización como aprendizaje del código alfabético); 3 (alfabetización desde la perspectiva delletramento). Predominaban, en Brasil, lastendencias 1y 3, que orientan una enseñanza em la que la lectura y la producción de textos auténticos e integrales permean el proceso de alfabetización. En el documento argentino predominan términos que remiten al enfoque constructivista y se defende la alfabetización desde una perspectiva de inserción en las prácticas sociales de lectura y escritura y, al mismo tiempo, la enseñanza de las especificidades del SEA (categoría 3). En contraste con las perspectivas de los documentos curriculares, la PNA se basa en métodos sintéticos de alfabetización. Tal enfoque marca, por tanto, una vuelta a las concepciones tradicionales de alfabetización centradas en modelos empiristas.A partir da abordagem da alfabetização na perspectiva do letramento, esta pesquisa objetivou analisar um documento curricular oficial argentino (“Diseño curricular para la escuela primaria”), com a finalidade de identificar as concepções de alfabetização subjacentes e comparar com as concepções presentes em documentos curriculares brasileiros e com a “Política Nacional de Alfabetização” (PNA), lançada pelo Ministério de Educação do Brasil em 2019. Foram realizadas análises documentais segundo pressupostos descritos por Bardin. Os dados brasileiros foram sistematizados a partir de estudo anterior realizado por Leal, Brandão, Almeida, Vieira (2013), no qual foram analisados 26 documentos curriculares de secretarias estaduais e de capitais brasileiras. As propostas foram classificadas em três categorias: 1 (alfabetização por imersão); 2 (alfabetização como aprendizagem do código alfabético); 3 (alfabetização na perspectiva do letramento). Predominavam, no Brasil, as tendências 1  e 3, que orientam um ensino em que a leitura e a produção de textos autênticos e integrais permeiam o processo de alfabetização. No documento argentino predominam termos que remetem à abordagem construtivista e defende-se a alfabetização em uma perspectiva de inserção nas práticas sociais de leitura e escrita e, ao mesmo tempo, o ensino das especificidades do SEA (categoria 3). Em contraste com as perspectivas dos documentos curriculares, a PNA está embasada em métodos sintéticos de alfabetização. Tal abordagem marca, portanto, uma retomada de concepções tradicionais de alfabetização focadas em modelos empiristas.Universidade do Estado de Santa Catarina - UDESC2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2202710.5965/1984723823512022160Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 160 - 1891984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/22027/14392Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLeal, Telma Ferraz 2024-02-29T13:08:42Zoai::article/22027Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-02-29T13:08:42Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
Concepción de alfabetización en documentos curriculares: comparación Brasil-Argentina
Concepção de alfabetização em documentos curriculares: comparação Brasil Argentina
title Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
spellingShingle Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
Leal, Telma Ferraz
alfabetização
documentos curriculares
leitura
escrita
literacy
curriculum
educational policies
alfabetización
documentos curriculares
lectura
escritura
title_short Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
title_full Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
title_fullStr Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
title_full_unstemmed Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
title_sort Conceptions of literacy in curriculum documents: a comparison Brazil Argentina
author Leal, Telma Ferraz
author_facet Leal, Telma Ferraz
author_role author
dc.contributor.author.fl_str_mv Leal, Telma Ferraz
dc.subject.por.fl_str_mv alfabetização
documentos curriculares
leitura
escrita
literacy
curriculum
educational policies
alfabetización
documentos curriculares
lectura
escritura
topic alfabetização
documentos curriculares
leitura
escrita
literacy
curriculum
educational policies
alfabetización
documentos curriculares
lectura
escritura
description Taking a literacy perspective to approach the teaching of readind and writting, this research aimed to analyse an Argentine official curriculum document ("Diseño curricular para la escuela primaria"), in order to identify the underlying literacy conceptions and compare them with the conceptions present in Brazilian curriculum documents and with the "Política Nacional de Alfabetização" (PNA), launched by the Ministry of Education of Brazil in 2019. Documentary analyses were carried out according to assumptions described by Bardin. The Brazilian data were systematized from a previous study conducted by Leal, Brandão, Almeida, Vieira (2013), in which 26 curriculum documents produced by states’ and capitals’ educational departments were analyzed. The proposals were classified into three categories: 1 (literacy through immersion); 2 (literacy as learning the alphabetic code); 3 (literacy perspective to approach the teaching of reading and writting). In Brazil, trends 1 and 3 predominated, which guide a teaching in which the reading and production of authentic and integral texts permeate the literacy process. In the Argentine document, terms that refer to the constructivist approach predominate and literacy is defended in a perspective of insertion in social practices of reading and writing in parallel with the teaching of the specificities of the Alphabetic Writing System (category 3). In contrast to the perspectives of the curriculum documents, the PNA is based on synthetic methods to teaching reading and writing. Such an approach marks, therefore, a resumption of traditional conceptions of literacy focused on empiricist models.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22027
10.5965/1984723823512022160
url https://www.periodicos.udesc.br/index.php/linhas/article/view/22027
identifier_str_mv 10.5965/1984723823512022160
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22027/14392
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 160 - 189
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
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instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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