Nine-year elementary school in Brazil: legal and pedagogical actions in official documents

Detalhes bibliográficos
Autor(a) principal: Chaguri, Jonathas de Paula
Data de Publicação: 2013
Outros Autores: Jung, Neiva Maria
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 ‘students' 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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spelling 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 ‘students' 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 ‘students' 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
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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
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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