O período preparatório da alfabetização em cadernos escolares de alunos.

Abstract

The purpose of this Dissertation is to analyze in the schoolbooks of students in literacy stage, from the state of Rio Grande do Sul, if the preparatory period continues even after the introduction of the psychogenetic basis discussions, taking into account the period 1990 to 2015. The schoolbooks consulted and analyzed in the research are part of the collection belonging to the Research Group History of Literacy, Reading, Writing and Textbooks - HISALES / FaE / UFPel. The schoolbook is considered an important device of school culture (CHARTIER, 2002; VINÃO, 2008) and, in the specific case of research, could offer important data to think about the object of the research in question, namely: the preparatory period of the literacy. The initial work considered in the construction of the research object was Testes ABC: para a verificação da maturidade necessária à aprendizagem da leitura e da escrita, by Lourenço Filho (1934), for the fact that the book and the author were responsible for the diffusion in Brazil of a conception of literacy that was characterized by Mortatti (2000) as "literacy under measure", whose perspective was to verify the level of maturity and the readiness to teach reading and writing, pillars of the preparatory period. Also associated with this discussion were considered the studies by Lanza (1988) and Poppovic (1968, 1981), both of which support the discussions on aspects of maturity and readiness in relation to the preparatory period, among other authors mentioned in the main chapter of this paper Dissertation. In addition, pedagogical manuals were consulted, from 1964 to 1975, and literacy textbooks from the period 1950 to 1988, in order to seek to better understand the activities present in the notebooks researched. As a result of the research, there is a decline of preparatory period activities in the consulted notebooks that cannot be generalized to other contexts, at least, allow to reflect about this practice in the context of Brazilian literacy. Also, from the data collected, it was possible to perceive that the activities related to the preparatory period, such as the "original" proposal, predates the teaching of reading and writing, specifically: visomotor coordination; visual discrimination; laterality; spatial perception, withdrawn from the activities present in the notebooks and analyzed in the present dissertation.