Letramento, alfabetização e trabalho do professor representados nos PCNs

• Ano de defesa: 2007
• Autor(a) principal: Correia, Adriana Paes de Jesus
• Orientador(a): Machado, Anna Rachel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Letramento; Alfabetização; Parametros Curriculares Nacionais (Brasil); Alfabetizacao > Brasil; Letramento > Brasil
• Palavras-chave em Inglês: Literacy
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13874

This research aims at checking the way literacy is approached on the National Curricular Parameters PCNs (Brazil, MEC/SEF, 2000) and the representations about the work of the teacher in relation to literacy built on this document. This document was chosen as analysis object because we think the work of the teacher is conducted and influenced by prefigurative texts, in which high-ranking staff members show them what to do, and also because the PCNs are regarded as the referencial prefigurative text for the curricular organization of the Educational System in Brazil. Initially, we present the main theoretical discussions about the question of literacy so that we can, afterwards, resort to a wider vision on the work of the teacher, derived from Activity Ergonomy (Amigues, 2002, 2004; Saujat, 2004; Faïta, 2004) and from Clinique de l activité (Clot, 1999), which allowed us to amplify the general theoretical/ methodological framework adopted: the Sociodiscursive Interactionism - ISD (Bronckart, 1997/2003; 2004; 2006), which proposes to develop a Human Science , taking acting as unit of analysis and attributing to language a fundamental role in human functioning and development. The methodological procedures included the interactional social-historical contextualization for the production of PCNs, a survey of their global characteristics, the selection of segments which approach the question of literacy and the analysis of these segments at organizational, enunciative and semantic levels, from the analysis categories supplied by the theoretical-methodological framework itself (ISD), including the procedures recently developed by Machado & Bronckart (2005) and their academic collaborators. The analysis results showed that literacy is represented on the PCNs as a byproduct of a social practice related to reading and writing. However, the term is not recurrent on the PCNs, not being regarded as main topic. For the work with literacy in the classroom there is, in the analysed segments, no attribution of a specific role to the teacher. On the other hand, the question of literacy is taken widely, either associated with the use of language in active comprehension, expression and communication practices, or related to literacy acquisition. The teacher s role in relation to literacy can be inferred when the teaching practice aims and some of the teacher s functions are indicated, but neither the possible different phases of the teacher s work are thematized, nor the way the teacher should develop his/her activities and the procedures to be adopted to reach such aims are made explicit. We conclude, after all, that the teacher is prescribed, predominantly, a cognitive acting, being proposed to adopt a teaching-learning conception considered innovative and more adequate by the PCNs, which is presented as the only possible and true one