Pacto nacional pela alfabetização na idade certa (PNAIC): ressignificando a alfabetização?

• Ano de defesa: 2016
• Autor(a) principal: Gomes, Rosemare Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Alfabetização; PNAIC; Ressignificação da Alfabetização; Literacy; Resignifiyng Literacy; LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8789

The present dissertation, entitled NATIONAL PACT FOR LITERACY AT THE RIGHT AGE (PNAIC): RESSIGNIFYING LITERACY? is mainly aimed at identify the PNAIC contribution in rescuing the specificity of literacy as an acquisition process of the conventional system from an alphabetic and orthographic writing, in which the phonemic orthographic system (the phoneme-grapheme relations) constitutes a direct and explicit teaching object. Its specific objectives are (i)verify which knowledge concerning the Alphabetic Writing System - specifically related to the phonemic orthographic system – are consolidated to the practice of the literacy teachers – main subject of this research; (ii) investigate which literacy methods are used by them in their teaching strategies of the acquisition of conventional writing system; and (iii) analyze the relationship between the teaching practice and the knowledge from the phonemic orthographic system presented by the Formation Notebooks in Language – support material from PNAIC. The theoretical option with a focus on literacy was centered on SOARES (1985; 2004; 2014) which points out the need to rescue the specificity of literacy as a major factor for the acquisition of written language. The research, that has a qualitative nature, contemplates two procedures: (i) a documentary analysis focusing on the study of the Formation Notebooks in Portuguese Language, Years 1, 2 and 3, Unit 3, offered by PNAIC; and (ii) the administration of semi-structured questionnaires, with open-ended questions, specifically related to SEA (AWS - Alphabetic Writing System), to the phonemic orthographic system and to the Pact (PNAIC), developed in order to meet those aforementioned goals, directed to literacy teachers from the municipal educational system from João Pessoa – PB, participants of the Pact (PNAIC) in 2013, 2014 and/or 2015.The analyze data revealed that the majority of teachers are unaware of the linguistic terms phonological awareness skills and phonological and graphic reflection of words, as well as phonemic awareness; that there is no prevailing method in the practice of these literacy teachers; that, in the school where they work, there is no attention to the principles of continuity of the contents, systematization and educational monitoring of the students, the teacher and the education, principles defended by SOARES (2014) that are considered as highly relevant to the literacy process; and that the relation between the act of teaching of these professionals and the knowledge of the phonemic orthographic system contained in the forming material from the Pact analyzed is contradictory. The study concludes that the PNAIC can indeed ressignify literacy, but not alone; it’s not enough without the counterpart of the subjects that, direct or indirectly, are associated to the literacy process. This work should contribute to foment discussions about the relevance of the literacy ressignification process as a major factor for the acquisition of written language; and for the qualification and improvement of literacy educators training programs.