O processo de alfabetização na perspectiva da criança: revisão de literatura

• Autor(a) principal: Evangelista, Lihury Claudio
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/36595
• topic: Linguagem escrita; Desenvolvimento infantil; Alfabetização; Protagonismo da criança; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work carried out a bibliographic review of the literature with the objective of investigating how the child's perspective on the reading and writing acquisition process is given and how it is presented in scientific research. Therefore, research was carried out in scientific databases, from 12 descriptors involving the child's perspective and the acquisition of reading and writing, covering the period from 2007 to 2015. 13 publications were found aligned with the descriptors, whose abstracts were read in order to select articles that understood the scope of the work. This second selection identified 10 scientific articles effectively analyzed. The analysis articulated six themes: the child's experience in educational institutions and policies, the relationship between literacy and the child's experience in the context of life, the influence of learning resources on literacy, the child's positioning in relation to the text, the teacher's role in the child's journey and the child's experience itself. The results show the prevalence of multidimensional theoretical perspectives on the reading and writing acquisition process, including cultural, social, relational, experiential, and public policy aspects. However, there is also a strong hegemony of scientific articles that approach children as objects of study, but that do not include the child's own experiences and reflections on the learning process in their scope of investigation, thus silencing an entire population of children.It is concluded that there is a need to expand investigations that give a direct voice to the child, aiming to highlight the leading role, the achievements and the difficulties faced by the child in the process of acquiring reading and writing.