Olhares sobre práticas de alfabetização no primeiro ano do ensino fundamental

Abstract

This article is the result of the analysis of the writings of first-year students, obtained through my supervised internship practices in the early years of elementary school, which is curricular component of the licentiate degree in Pedagogia (Universidade Federal do Pampa). This work deals with the perspectives on literacy practices in the first year of primary school, with the general objective to delineate the possible differences and similarities between the literacy teachers practices centered on conceptions of the teacher and practices centered on how the child thinks. For composing this article, I have relied on theoretical references that deal with the triad "literacy", "psychogenesis of the written language" and "phonological awareness", methodologically based in an qualitative research. One of the major results was to understand, through the analysis, the contributions of the aforementioned triad, which currently permeate the discussions about literacy in Brazil.