Levantamento e análise das produções sobre alfabetização e pedagogia histórico-crítica (2003 a 2023)

• Ano de defesa: 2024
• Autor(a) principal: Sens, Tania Pereira da Silva
• Orientador(a): Malanchen, Julia
• Banca de defesa: Mazzeu, Francisco José Carvalho , Lunardelli, Mariangela Garcia
• 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: Processo de alfabetização; Pedagogia histórico-crítica; Prática pedagógica
• Palavras-chave em Inglês: Literacy process; Historical-critical pedagogy; Pedagogical practice
• Palavras-chave em Espanhol: Proceso de alfabetización; Pedagogía histórico-crítica; Práctica pedagógica
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/7520

This research aims to study the literacy process in the light of the historical-critical conception, by surveying and analyzing productions carried out between 2003 and 2023. Based on the defense of Historical-Critical Pedagogy as a counter-hegemonic pedagogical theory, this research aims to contribute to social transformation through the socialization of systematized scientific knowledge for the working class, in order to guarantee their access to the cultural goods historically produced by humanity. The general aim of this study is to systematize the main elements of the literacy process in the Early Years of Primary School, from the perspective of Critical-Historical Pedagogy, based on existing research on the subject between 2003 and 2023. This need arose from the researcher's pedagogical practice as a literacy teacher, whichhighlighted the importance of a didactic-theoretical foundation for the work. Furthermore, as a contribution, this study seeks to understand the relationship between the production of scientific knowledge and the possibilities for intervention in reality. The specific objectives of the research are: to describe and analyze the principles of Historical-Critical Pedagogy, establishing a relationship with the literacy process; to investigate the scientific productions, through a literature review, including dissertations and theses that researched the literacy process in the light of the foundations of Historical-Critical Pedagogy, in the period between 2003 and 2023; and, finally, to present the contributions of this pedagogical theory to the literacy process that exist to date. The research problem guiding this study consists of the question “What is the contribution of Historical-Critical Pedagogy to the literacy process?”. The research is organized into three chapters, which are articulated around the established objectives and are built from the systematization of the themes analyzed throughout the investigative process. In the first chapter, we present the principles of HistoricalCritical Pedagogy, looking at its origins and theoretical-methodological foundations. In the second chapter, we carry out a Literature Review, surveying research that investigates the literacy process using the historical-critical conception as its theoretical framework. In the third chapter, we present the contributions of HistoricalCritical Pedagogy to the literacy process. This study adopts a qualitative approach, based on bibliographical research, based on the historical-dialectical materialist perspective as the epistemological and methodological current of analysis, understanding that this approach allows us to understand the relationship between subjects in activity, the historical process and their social relations, from the perspective of totality. Finally, we outline general ideas about literacy in the light of the foundations of the historical-critical conception of education, presenting the conclusions and contributions of the research carried out.