O CICLO DE DESENVOLVIMENTO HUMANO E CAMINHOS PARA O LETRAMENTO O CASO DE UMA ESCOLA DE GOIÂNIA

Abstract

This study is based on the Human Development Cycle, the ways of learning and how to read and write, pointing towards the Cycle as a new educational model with challenges going beyond the changes in organization work and pedagogical practice. It brings up discussions about problems presented in Basic Education related to the reading/writing deficiencies in the current context, with highlights on the importance of linguistic theories based on Bakhtin (1999) and Vygotsky (1998, 2002). The studies referring to Cycle Formation were carried out through the writings of several authors who argue and discuss this proposal, and documents edited by Secretaria Municipal de Educação de Goiânia . It is a research study based on the educational aims developed in the Cycle System and the differences in the pedagogical practices developed by the teachers in Cycle School classrooms, involving the historical movement of the subject in sociocultural practices. So, this qualitative research approach, as a case study category, has been done through interviews with teachers, coordinator, director, administrative staff and class observation of Cycle II. The activities applied in classroom were selected in order to analyze the reading/writing learning process. The proposals of Bakthin (1999) and Vygotsky (1998,2002) were used to organize the theoretic knowledge which explains reading/writing pedagogical practices in Cycle School Classes. These theories point a way that teachers could find the conducting link among constitutive text elements throught a better understanding of the reading/writing learning process. The proposal in Cycle Formation provides an education with new forms of thinking, acting and performing different pedagogical practices in Basic Education, signaling that teachers must be challenged to assume new responsibilities in the formation process of subjects. 9