Um Estudo sobre a Leitura e a Escrita no Ciclo de Alfabetização de uma Escola Pública da Cidade de Pelotas – RS

Abstract

This study describes and analyzes the relationships between pedagogical practices and reading and writing performance of students in the literacy cycle of a public school in Pelotas, linked to the PNAIC. The group of subjects studied was composed of students from the initial years of the literacy cycle of three classes (1st, 2nd and 3rd years), aged between six and eight years of age. Through a longitudinal follow-up, we sought to verify the hypothesis that the reading and writing performance in the literacy cycle is closely related to the practices observed in school every day. The data analyzed were collected from the students through textual productions, diagnostic psychogenetic tests, to evaluate the degree of conceptualization of writing (Ferreiro &Teberosky, 1984); and tests of the Reading Processes Assessment (PROLEC), Cuetos (2014). Data were also collected from the three teachers in the classes, through records of the planning notebook and the observations made by the researcher. The results of writing collected in the psychogenetic test showed that, in the first year, the children showed little evolution in relation to writing, with only two students at the alphabetical level at the end of the year; the performance in the reading test was compatible with the level of writing found, revealing an interrelationship between the reading and writing hypotheses and the pedagogical practices carried out in the classroom, which privileged the work with letters. On the other hand, the data of the 2nd and 3rd year presented a significant evolution in the levels of writing, since the students, at the end of the year, were alphabetic. The data analyzed also revealed that the name of the letters is important information and was used by children from the pre-syllabic level to the syllable-alphabetic level. Regarding reading, students' performance showed preference for maintaining the standard of the canonical syllable in the reading of words, which seems to be related to the practice of the teachers that focused preponderantly words with canonical syllable structure, being the complex syllables presented more at the end of the school year. The pedagogical practices of reading and interpretation observed, besides scarce, invested in a work in which the most recurren t reading strategy was the location of explicit information in the text, which was also reflected in the results of the evaluation in the reading tests.