ALFABETIZAÇÃO EM CICLOS DE FORMAÇÃO E DESENVOLVIMENTO HUMANO: UM ESTUDO DE CASO

Abstract

The aim of this case study is to analyze the pedagogical practice of a literacy teacher at a Goiânia municipal school which uses the teaching system of Formation Cycles and Human Development. The analysis involving a qualitative approach consisted of an observation in a Cycle 1 classroom, with a group of 6-7 year-olds in the process of the formal acquisition of Portuguese. The following procedures were adopted: 1) bibliographical research; 2) mapping the identity of the subject of the analysis; 3) informal observations; 4) formal observations; and 5) study of documents (lesson plans, students descriptive analyses, the school s pedagogical policy proposal and curriculum guidelines for primary education). The analysis of the data pointed to an understanding that the way in which this teacher treats the process of teaching and learning to read and write in Portuguese qualitatively interferes with the literacy process of these children; and that the practice adopted has little or nothing to do with a proposal for teaching based on grades or cycles, but has to do with a dialogical conception of language acquisition (Bakhtin, 1999).