Relatos e reflexões de uma alfabetizadora sobre sua prática: trabalho colaborativo e heterogeneidade

Abstract

This research describes and analyses how the collaborative work and the heterogeneity to be the guiding principle of the pedagogical practice and favor the teaching process of contents, especially, of the Alphabetic Writing System (AWS). The investigation is supported on the learning theories to understand children’s learning process, pointing to collaborative work as a teaching principle which can enhance the AWS teaching. From the methodological point of view, it is centered on the analysis of the work carried out with two groups of children who attended the first year of elementary school, in the years of 2014 and 2015. The data collection was carried out through two movements: the first was related to the teacher’s practice, analyzing the pedagogical documentation produced; and, the second was related to the children, analyzing tests and videos. The analyses allow us to declare that heterogeneity, when valued by the teacher as a source of richness, it may strengthen the AMS teaching practices. The activities of word writing, done in collaborative groups, arose cognitive conflicts. In these moments, it was also possible no notice higher levels of collaboration among the children. In the teacher’s talk and attitude we observed models of interaction which reaffirm the epistemological position which supports her pedagogical practice. Finally, the analyses show that when in an interactive context with their peers, the children reproduce actions and attitudes similar to the teacher’s.