Literacy is more than teaching a code: discourse and authorship in language teaching
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/204575 |
Resumo: | This article aims to discuss the use of the phonic method in literacy, preconized, in the midst of a “methods quarrel,” as the only evidence-based way to teach literacy. Although this discussion is not recent, from 2019 on, it gains strength by integrating the National Literacy Policy (PNA) [Portuguese acronym of the name], in a very controversial moment regarding the directions of education in the country. In this context, the discussion proposed here is based on the dialogue with authors such as Cecília Goulart, Magda Soares, João Wanderley Geraldi, among others who have dedicated their studies to literacy and contributed to the expansion of the debate on teaching of the mother tongue. Supported by these authors and by the Bakhtinian perspective on language, this article also presents pedagogical practices performed by undergraduate students of the Pedagogy course at the Federal University of Rio de Janeiro (UFRJ) in the scope of the extension project “The school-university partnership in children’s literacy and the initial training of literacy teachers”, through which they are inserted into the daily life of public schools and participate in the planning and development of didactic projects focused on children’s literacy. From the proposed discussions in this article and the performance of the undergraduates, one can glimpse practices based on the discursiveness of human relations, which are shown to be potent for the valorization of children’s voices, their authorship as readers and writers, and their protagonism in the literacy process, seeking to expand their repertoire of cultural practices of reading and writing and their formation as socio-historical and cultural subjects in the struggle for social inclusion. |
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Literacy is more than teaching a code: discourse and authorship in language teachingAlfabetizar é mais que ensinar um código: discurso e autoria no ensino da línguaAlfabetizaçãoPerspectiva discursivaEnsino de língua maternaPráticas de alfabetizaçãoLiteracyDiscursive perspectiveTeaching mother tongueLiteracy practicesThis article aims to discuss the use of the phonic method in literacy, preconized, in the midst of a “methods quarrel,” as the only evidence-based way to teach literacy. Although this discussion is not recent, from 2019 on, it gains strength by integrating the National Literacy Policy (PNA) [Portuguese acronym of the name], in a very controversial moment regarding the directions of education in the country. In this context, the discussion proposed here is based on the dialogue with authors such as Cecília Goulart, Magda Soares, João Wanderley Geraldi, among others who have dedicated their studies to literacy and contributed to the expansion of the debate on teaching of the mother tongue. Supported by these authors and by the Bakhtinian perspective on language, this article also presents pedagogical practices performed by undergraduate students of the Pedagogy course at the Federal University of Rio de Janeiro (UFRJ) in the scope of the extension project “The school-university partnership in children’s literacy and the initial training of literacy teachers”, through which they are inserted into the daily life of public schools and participate in the planning and development of didactic projects focused on children’s literacy. From the proposed discussions in this article and the performance of the undergraduates, one can glimpse practices based on the discursiveness of human relations, which are shown to be potent for the valorization of children’s voices, their authorship as readers and writers, and their protagonism in the literacy process, seeking to expand their repertoire of cultural practices of reading and writing and their formation as socio-historical and cultural subjects in the struggle for social inclusion.Este artigo tem como objetivo discutir o uso do método fônico na alfabetização, preconizado, em meio a uma “querela dos métodos”, como o único caminho baseado em evidências científicas para alfabetizar. Apesar dessa discussão não ser recente, a partir de 2019, ela ganha força ao integrar a Política Nacional de Alfabetização (PNA), em um momento bastante controverso quanto aos rumos da educação no país. Nesse contexto, a discussão proposta aqui se dá a partir do diálogo com autores como Cecília Goulart, Magda Soares, João Wanderley Geraldi, entre outros que têm se dedicado ao estudo da alfabetização e contribuído na ampliação do debate sobre o ensino da língua materna. Ancorado nesses autores e nos conhecimentos da perspectiva bakhtiniana sobre linguagem, este artigo apresenta práticas pedagógicas realizadas por licenciandos do curso de pedagogia da Universidade Federal do Rio de Janeiro (UFRJ) no âmbito do projeto de extensão “A parceria escola e universidade na alfabetização das crianças e na formação inicial de alfabetizadores”, por meio do qual eles se inserem no cotidiano das escolas públicas e participam do planejamento e desenvolvimento de projetos didáticos voltados à alfabetização das crianças. A partir das discussões propostas neste artigo e da atuação dos licenciandos, vislumbram-se práticas fundamentadas na discursividade própria das relações humanas, que se mostram potentes pela valorização da voz das crianças, de sua autoria como leitoras e escritoras e de seu protagonismo no processo de alfabetização, visando à ampliação do seu repertório de práticas culturais de leitura e escrita e sua formação como sujeitos sócio-históricos e culturais na luta pela inclusão social.Universidade de São Paulo. Faculdade de Educação2022-10-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/20457510.1590/S1678-4634202248240660porEducação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e240660Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e240660Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2406601678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/204575/188177https://www.revistas.usp.br/ep/article/view/204575/188175https://www.revistas.usp.br/ep/article/view/204575/188174Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCerdas, Luciene 2022-11-17T19:19:38Zoai:revistas.usp.br:article/204575Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-11-17T19:19:38Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Literacy is more than teaching a code: discourse and authorship in language teaching Alfabetizar é mais que ensinar um código: discurso e autoria no ensino da língua |
title |
Literacy is more than teaching a code: discourse and authorship in language teaching |
spellingShingle |
Literacy is more than teaching a code: discourse and authorship in language teaching Cerdas, Luciene Alfabetização Perspectiva discursiva Ensino de língua materna Práticas de alfabetização Literacy Discursive perspective Teaching mother tongue Literacy practices |
title_short |
Literacy is more than teaching a code: discourse and authorship in language teaching |
title_full |
Literacy is more than teaching a code: discourse and authorship in language teaching |
title_fullStr |
Literacy is more than teaching a code: discourse and authorship in language teaching |
title_full_unstemmed |
Literacy is more than teaching a code: discourse and authorship in language teaching |
title_sort |
Literacy is more than teaching a code: discourse and authorship in language teaching |
author |
Cerdas, Luciene |
author_facet |
Cerdas, Luciene |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cerdas, Luciene |
dc.subject.por.fl_str_mv |
Alfabetização Perspectiva discursiva Ensino de língua materna Práticas de alfabetização Literacy Discursive perspective Teaching mother tongue Literacy practices |
topic |
Alfabetização Perspectiva discursiva Ensino de língua materna Práticas de alfabetização Literacy Discursive perspective Teaching mother tongue Literacy practices |
description |
This article aims to discuss the use of the phonic method in literacy, preconized, in the midst of a “methods quarrel,” as the only evidence-based way to teach literacy. Although this discussion is not recent, from 2019 on, it gains strength by integrating the National Literacy Policy (PNA) [Portuguese acronym of the name], in a very controversial moment regarding the directions of education in the country. In this context, the discussion proposed here is based on the dialogue with authors such as Cecília Goulart, Magda Soares, João Wanderley Geraldi, among others who have dedicated their studies to literacy and contributed to the expansion of the debate on teaching of the mother tongue. Supported by these authors and by the Bakhtinian perspective on language, this article also presents pedagogical practices performed by undergraduate students of the Pedagogy course at the Federal University of Rio de Janeiro (UFRJ) in the scope of the extension project “The school-university partnership in children’s literacy and the initial training of literacy teachers”, through which they are inserted into the daily life of public schools and participate in the planning and development of didactic projects focused on children’s literacy. From the proposed discussions in this article and the performance of the undergraduates, one can glimpse practices based on the discursiveness of human relations, which are shown to be potent for the valorization of children’s voices, their authorship as readers and writers, and their protagonism in the literacy process, seeking to expand their repertoire of cultural practices of reading and writing and their formation as socio-historical and cultural subjects in the struggle for social inclusion. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-08 |
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/204575 10.1590/S1678-4634202248240660por |
url |
https://www.revistas.usp.br/ep/article/view/204575 |
identifier_str_mv |
10.1590/S1678-4634202248240660por |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/204575/188177 https://www.revistas.usp.br/ep/article/view/204575/188175 https://www.revistas.usp.br/ep/article/view/204575/188174 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml 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. 48 n. contínuo (2022): Educação e Pesquisa; e240660 Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e240660 Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e240660 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
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Universidade de São Paulo (USP) |
instacron_str |
USP |
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USP |
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Educação e Pesquisa |
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Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
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||revedu@usp.br |
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