Alfabetização: conhecimentos necessários à prática docente

Abstract

This research reflects reflections on Literacy and Literature. It was sought to identify what knowledge should be considered to plan reading and writing activities. For this, a bibliographical survey was made that pointed out the concepts of literacy and literacy, writing as social practice, the psychogenesis of written language and the construction of phonological awareness in the child as knowledge essential to the development of literacy activities. Identifying the different facets of literacy: social, psychogenetic and linguistic facets, allows us to perceive that literacy is a complex object that requires study and theoretical deepening. For that, we use as theoretical contributions the works of Ferreiro and Teberosky (1999); Teberosky and Colomer (2003); Soares (2008, 2017); Carvalho (2009). After the bibliographic study, a classification of the hypotheses of the writing of the children of a class of the 1st Year of Elementary School was carried out and it was possible to identify that the majority was in the pre-syllabic hypothesis. From this survey it was possible to plan activities that would help to overcome one hypothesis for the other and with that, the knowledge already acquired by the child and those that needed to be constructed from the development of phonological awareness were valued. It is concluded from this research that literacy activities require knowledge about the process of writing construction. Focusing on the most appropriate methods leads the teacher to value the child as constructors of their own hypotheses, which allows the planning of more specific activities to overcome the hypotheses of writing.