Os textos da tradição oral no processo de ensino-aprendizagem do sistema de escrita: propostas para alfaletrar

Abstract

This dissertation chose as its theme “The texts of the oral tradition in the teaching-learning process of the alphabetic writing system: proposals for alphabetizing”. of writing with proposals to alphabetize. To achieve this general objective, the following specific objectives are proposed: (i) to reflect on the contribution of oral tradition texts as a pedagogical support for literacy; (ii) produce a pedagogical notebook for the literacy teacher with suggestions for pedagogical practices (literacy proposals) that favor the appropriation of the writing system, through oral tradition texts and (iii) contribute to the training process of literacy teachers, through the availability of pedagogical material. The study was based on theorists such as Soares (2004 to 2021), Freire (1996, 2002), Simões(2006), Castanheira (2009), Maciel (2009), Martins (2009), Cagliari (2004, 2010), Adams ( 2006), Vygotsky (1980), Naspolini (2009), Severino, (2017), Mortatti (2021), Magalhães (2019), Marcuschi (2001), Frade (2005), among others. This is a theoretical research based on the compilation of studies carried out by other researchers. The theoretical, exploratory and qualitative research evidenced the need to propose pedagogical situations that encourage the learner to reflect on alphabetic writing, in a context of interaction mediated by language practices. The theoretical reflections undertaken for the production of didactic material showed three fundamental aspects for literacy: 1) The continuing education of the educator, especially the literacy teacher, is essential for him to be able to act in segments of early childhood education and in the early years. 2) The need to invest, in the classroom, in ludic, concrete and systematized actions, promoting social practices of literacy, orality and phonological awareness in a literacy context. 3) The relevance of consolidating skills and competences necessary for the process of learning alphabetic, graphophonemic writing, through texts from oral traditions.