Nine-year elementary school in Brazil: legal and pedagogical actions in official documents
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/73048 |
Resumo: | Social literacy is a concept that has been widely addressed in studies related to reading and writing. The need for âstudents' literacy in native languages that exceeds standard school curricula is a major issue for literacy discourses in Brazil (SOARES, 2004, 2010a; TERZI, 1995; KLEIMAN, 1995; CERUTTI-RIZZATTI, 2009, 2012). Thus, this study attempts to facilitate a discussion of the politics related to increasing the number of elementary school years to nine, and verify the implications of literacy education in this new educational scenario. The theory and methodology of this study are based on Social Literacy New Studies (STREET, 1984, 2010; HEATH, 1983; BARTON; HAMILTON, 2000) and propose an analysis of documented data concerning the introduction of the nine-year elementary school. The data of the results reveal that the initiative to increase Brazilian students' education is important, but beyond increased schooling, it does not establish a clear strategy that schools should implement at this grade level. The documents describe treating literacy as a social practice, but do not specify that literacy is a part of the broader social literacy. Therefore, the schools need to identify the relationship between phonemic-graphemes and graphemes-phonemic in literacy (CERUTTI-RIZZATTI, 2009) to create an effective strategy for the social practice of writing. Further, the documents reveal our students' insufficient knowledge about the culture of writing. |
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Nine-year elementary school in Brazil: legal and pedagogical actions in official documents Letramento no ensino fundamental de nove anos no Brasil: ações legais e pedagógicas previstas nos documentos oficiais LiteracyEducational PoliticsNine-year Elementary SchoolLetramentoPolítica educacionalEnsino fundamental de nove anos Social literacy is a concept that has been widely addressed in studies related to reading and writing. The need for âstudents' literacy in native languages that exceeds standard school curricula is a major issue for literacy discourses in Brazil (SOARES, 2004, 2010a; TERZI, 1995; KLEIMAN, 1995; CERUTTI-RIZZATTI, 2009, 2012). Thus, this study attempts to facilitate a discussion of the politics related to increasing the number of elementary school years to nine, and verify the implications of literacy education in this new educational scenario. The theory and methodology of this study are based on Social Literacy New Studies (STREET, 1984, 2010; HEATH, 1983; BARTON; HAMILTON, 2000) and propose an analysis of documented data concerning the introduction of the nine-year elementary school. The data of the results reveal that the initiative to increase Brazilian students' education is important, but beyond increased schooling, it does not establish a clear strategy that schools should implement at this grade level. The documents describe treating literacy as a social practice, but do not specify that literacy is a part of the broader social literacy. Therefore, the schools need to identify the relationship between phonemic-graphemes and graphemes-phonemic in literacy (CERUTTI-RIZZATTI, 2009) to create an effective strategy for the social practice of writing. Further, the documents reveal our students' insufficient knowledge about the culture of writing. Letramento é um conceito que vem sendo amplamente abordado em estudos relacionados à leitura e à escrita. A necessidade de o letramento escolar propiciar aos sujeitos um domínio da língua materna que se estenda para além da própria escola é uma das principais questões presentes nas discussões realizadas em torno do tema no Brasil (SOARES, 2004, 2010a; TERZI, 1995; KLEIMAN, 1995; CERUTTI-RIZZATTI, 2009, 2012). O objetivo deste trabalho é possibilitar uma discussão a respeito da política de ampliação do ensino fundamental de nove anos e verificar as ações educacionais previstas em termos de leitura e escrita dentro desse novo cenário educacional. Assim, quanto aos aspectos teóricos e metodológicos, o trabalho pauta-se nos novos estudos do letramento (STREET, 1984, 2010; HEATH, 1983; BARTON; HAMILTON, 2000) e propõe uma análise de dados documentais a respeito da implantação do ensino fundamental de nove anos. Em termos de resultados, os dados evidenciam que a iniciativa de aumentar o tempo de escolaridade do aluno brasileiro é importante, mas que, infelizmente, ainda não se estabeleceu um caminho claro do que a escola deve fazer nesse ano a mais de escolaridade. Os documentos mencionam um trabalho efetivo com o letramento como prática social, mas não deixam claro que a alfabetização é uma parte mais ampla do processo de letramento e que a escola precisa abordar as relações fonêmico-grafêmica e grafêmico-fonêmica na alfabetização (CERUTTI-RIZZATTI, 2009) para garantir um efetivo trabalho do uso social da escrita. Além disso, evidencia-se nos documentos o pouco conhecimento a respeito da cultura escrita de nossos alunos. Universidade de São Paulo. Faculdade de Educação2013-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/7304810.1590/S1517-97022012005000023Educação e Pesquisa; v. 39 n. 4 (2013); 927-942Educação e Pesquisa; Vol. 39 No. 4 (2013); 927-942Educação e Pesquisa; Vol. 39 Núm. 4 (2013); 927-9421678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/73048/76598https://www.revistas.usp.br/ep/article/view/73048/76599Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessChaguri, Jonathas de PaulaJung, Neiva Maria2014-06-18T14:07:28Zoai:revistas.usp.br:article/73048Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-06-18T14:07:28Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents Letramento no ensino fundamental de nove anos no Brasil: ações legais e pedagógicas previstas nos documentos oficiais |
title |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
spellingShingle |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents Chaguri, Jonathas de Paula Literacy Educational Politics Nine-year Elementary School Letramento Política educacional Ensino fundamental de nove anos |
title_short |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
title_full |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
title_fullStr |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
title_full_unstemmed |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
title_sort |
Nine-year elementary school in Brazil: legal and pedagogical actions in official documents |
author |
Chaguri, Jonathas de Paula |
author_facet |
Chaguri, Jonathas de Paula Jung, Neiva Maria |
author_role |
author |
author2 |
Jung, Neiva Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Chaguri, Jonathas de Paula Jung, Neiva Maria |
dc.subject.por.fl_str_mv |
Literacy Educational Politics Nine-year Elementary School Letramento Política educacional Ensino fundamental de nove anos |
topic |
Literacy Educational Politics Nine-year Elementary School Letramento Política educacional Ensino fundamental de nove anos |
description |
Social literacy is a concept that has been widely addressed in studies related to reading and writing. The need for âstudents' literacy in native languages that exceeds standard school curricula is a major issue for literacy discourses in Brazil (SOARES, 2004, 2010a; TERZI, 1995; KLEIMAN, 1995; CERUTTI-RIZZATTI, 2009, 2012). Thus, this study attempts to facilitate a discussion of the politics related to increasing the number of elementary school years to nine, and verify the implications of literacy education in this new educational scenario. The theory and methodology of this study are based on Social Literacy New Studies (STREET, 1984, 2010; HEATH, 1983; BARTON; HAMILTON, 2000) and propose an analysis of documented data concerning the introduction of the nine-year elementary school. The data of the results reveal that the initiative to increase Brazilian students' education is important, but beyond increased schooling, it does not establish a clear strategy that schools should implement at this grade level. The documents describe treating literacy as a social practice, but do not specify that literacy is a part of the broader social literacy. Therefore, the schools need to identify the relationship between phonemic-graphemes and graphemes-phonemic in literacy (CERUTTI-RIZZATTI, 2009) to create an effective strategy for the social practice of writing. Further, the documents reveal our students' insufficient knowledge about the culture of writing. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-12-01 |
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.revistas.usp.br/ep/article/view/73048 10.1590/S1517-97022012005000023 |
url |
https://www.revistas.usp.br/ep/article/view/73048 |
identifier_str_mv |
10.1590/S1517-97022012005000023 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/73048/76598 https://www.revistas.usp.br/ep/article/view/73048/76599 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 39 n. 4 (2013); 927-942 Educação e Pesquisa; Vol. 39 No. 4 (2013); 927-942 Educação e Pesquisa; Vol. 39 Núm. 4 (2013); 927-942 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713809286168576 |