A alfabetização na proposta curricular da Secretaria de Educação de Foz do Iguaçu e suas semelhanças com a Pedagogia de La Salle

• Ano de defesa: 2020
• Autor(a) principal: Paula, Bruna Zorzan de
• Orientador(a): André, Tamara Cardoso
• Banca de defesa: Martins, Maridelma Laperuta , Klauck, Samuel , Fonseca, Ana Paula Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Alfabetização; Currículo; Métodos de alfabetização; Variação linguística; Pedagogia de La Salle
• Palavras-chave em Inglês: Literacy; Curriculum; Literacy methods; Linguistic variation; La Salle's pedagogy
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/4957

This paper critically analyses the annual planning centrally produced by the Foz do Iguaçu Municipal Education Department (SMED), for literacy classes, establishing relationships with the La Salle's Pedagogy, based on Literacy in its relations with linguistics, according to Cagliari and Faraco. It aims to analyze the similarities between SMED planning and La Salle's pedagogy, having as specific objectives: 1) to research, in the Brazilian education history, which are the main literacy methods that has ground the educational policies; 2) to distinguish the literacy methods and concepts underlying the Foz do Iguaçu municipality education plan; 3) to understand how school culture appropriates elements of pedagogies from the past. The methodology adopted is qualitative critical-social research, based on the documentary analysis of the 2019 planning organized by the SMED of Foz do Iguaçu. It highlights the use of the phonic method in SMED's annual planning, a method that starts from the relation between letters and sounds considering writing as a transcription of the spoken language. The phonic method disregards linguistic variations and the different contexts in which individuals are inserted. It points out the similarity between SMED planning and the pedagogy used by La Salle in the 18th century, both in terms of teaching and in the materials used in the classroom.