A Revista Brasileira de Alfabetização é um periódico científico, com publicação contínua, editado pela ABAlf - Associação Brasileira de Alfabetização. Tem como objetivo principal constituir-se em um fórum de debate, por meio da reunião e divulgação da produção acadêmico-científica que contribua para reflexão e ação referentes às várias dimensões da alfabetização, entendida como processo de ensino e de aprendizagem iniciais da leitura e escrita a crianças, jovens e adultos. e-ISSN: 2446-8584 ISSN: 2446-8576
Autores que publicam nesta revista concordam com os seguintes termos: Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
THE DISCURSIVE PERSPECTIVE OF LITERACY AND ITS IMPLICATIONS FOR THE TEACHING PRACTICE OF LITERACY TEACHERS
In this article we presente a bibliographic study about the discursive perspective of literacy, based on Smolka (2008, 2023), Goulart (2019, 2020) and Colello (2014, 2021), in order to reflect on the pedagogical implications of such a conception for the pedagogical practice of the literacy teacher. To this end, we analyzed a practice developed with students in the 2nd year of Elementary School, seeking to establish relationships between the discursive perspective and the pedagogical work within these classes. The results point to the need to embrace teaching practices based on real contexts of communication and interaction so that, in fact, literacy becomes the right to free expression for a subject who has learned to signify their world.
The article aims to analyze positions that underlie the teaching of written language, comparing the phonic method in light of the discursive language framework. It examines the documents National Reading Panel (2000) and National Early Literacy Panel (2009), which appear, for the Brazilian phonic movement, as a reference in literacy research, bringing supposed legitimacy to this perspective. The new configuration of the phonic movement is touted as an evidence-based method, in accordance with rigorous scientific standards used in other countries. Although the close relationship between the conceptions of phonic researchers in Brazil and abroad can be proven, it is certain that the documents studied are more cautious than the national ones, avoiding a radical defense in favor of the phonic method.
THE PORTUGUESE LANGUAGE TEACHER'S DISCOURSE ABOUT WORKING WITH WRITING IN BASIC EDUCATION IN A PANDEMIC CONTEXT
In this article, we analyze discursivization made by Portuguese language teachers in relation to the work with writing in basic education carried out during the pandemic period. As a theoretical framework, we used reflections on language from the discourse dialogical perspective and studies on Portuguese language teaching and writing. In relation to the methodology, the research consisted of field research, of an interventional nature, carried out with students from a 2nd year high school class at a public school. The material analyzed were field diaries produced during the intervention activity. The analysis results indicate that the teacher makes a discursivization of the working with writing practices in a pandemic context as an arduous activity full of obstacles and challenges, but, at the same time, as an opportunity for mutual learning (for the teacher and students) and growth for the teacher’s professional performance.
THE ACQUISITION OF THE ALPHABETIC WRITING SYSTEM IN A REMOTE TEACHING CONTEXT
The pandemic changed the context of education, bringing consequences for the literacy process. This study aimed to understand the impact of the pandemic and remote teaching on the literacy process. Four teachers from a Public Education Network participated. This is a qualitative study, in which an online interview was carried out. The results indicate that the teaching-learning process presented several challenges, such as the difficulty of teaching remotely and low student participation. Evidence that technology guaranteed continuity in teaching and highlights the importance of family participation during this period. This research made it possible to verify the impacts of remote teaching more directly for this group and reflect on literacy.
NÚCLEO DE ALFABETIZAÇÃO HUMANIZADORA (NAHUM)
This article stems from studies carried out as part of the subject Literacy and Literature for Children: concepts and practices, taught in the Postgraduate Program in Education at the Faculty of Education of the Federal University of Uberlândia (PPGED/FACED/UFU). The aim is to analyse the principles of the Humanizing Literacy Nucleus (NAHum) and discuss the possible contributions of the bulletins published by this Nucleus to the teaching of reading and writing. The methodology used is based on a qualitative approach, based on bibliographical research. In addition, it searches the studies developed by Arena (2010; 2021a; 2021b; 2021c), Arena and Arena (2024), Bajard (2012, 2014, 2021), Bajard and Arena (2015), Miller (2020; 2021), among others, for theoretical support to approach Humanizing Literacy. The results indicate that NAHum promotes significant discussions and contributions to broaden theoretical reflections and practical demonstrations related to Humanizing Literacy, with emphasis on the bulletins published on the NAHum website.
This article intends to prescribe the National Common Curricular Base regarding the indication of literary genres to be objects of reading/listening practices in Early Childhood Education. The study is documentary in nature, whose corpus of analysis is constituted by the skills of the field of experience “Listening, speaking, thinking and imagination”. The results point to a limited indication of literary discursive genres; skills focus on text listening practices; there is no evidence of elaborate linguistic reflections beyond the observation of the writing direction and the production of spontaneous text; the objective is not to dialogue with the statements materialized in the texts. Finally, the Base guarantees the right to access written culture, however dialogical interactions emerge in a restricted way.
THE “PROBLEM” OF LITERACY AND LITERACY AMONG YOUNG PEOPLE AND ADULTS IN THE BRAZIL LITERACY PROGRAM
Researching literacy in Youth and Adult Education (EJA) becomes both a challenge and a form of resistance on the part of researchers and educators in Brazil. The objective of this study is to explore the reformulation of the Literate Brazil Program, implemented in 2022. The methodology adopted was a qualitative, based on bibliographic and documentary research. Based on studies by Magda Soares (2023), Paulo Freire (1987, 1996, 2023), Mortatti (2004, 2019) and Street (2014), it was possible to understand the concepts of literacy, literacy and the apprehension of the social dimension of the practice of literacy, based on a comprehensive view of the individual’s formation, transcending an educational approach restricted to methodological issues.
Educommunication or Media and Informational Literacy?
The article discusses both the term used by UNESCO about the interface between Education and Communication and the concept of Educommunication. This is qualitative research with a case study and participant observation. As a theoretical reference, it uses the Bakhtinian conception of language, the production of audiovisual texts and cinema as an utterance. It is noted that the terminology “Media and Information Literacy” serves a utilitarian conception of the audiovisual production process in the school context. On the contrary, the concept of Educommunication dialogues with the Bakhtinian proposal for the defense of the production of meanings at the interface between Education and Communication, based on alterity and dialogism. Keywords: Media and Information Literacy, Educommunication, deafness, deaf teachers, audiovisual language.
This text presents part of the ongoing master's research in the Postgraduate Program in Education at the Federal University of Rio Grande do Norte entitled "Reading with Art: art as power in literary mediation". It aims to present and reflect on the state of the art of educational research that relates Literature to its aesthetic aspect represented by the concept of Literature-art, based on Souza (2011) and the studies of Dewey (2010) and Eco (2003). The discussion seeks to debate the perception of literary art linked to the utilitarian and moralizing bias that has been associated with children's literature since its inception. Above all, it seeks to highlight literature as the art of the word and the aesthetic experience unleashed in the communication between text and reader.
This text presents an experience of mediating the literary book "O chefão lá do morro" (Júnior; Abu, 2014). The proposal was carried out with children in the third year of elementary school at a public school. Reading mediation is understood as fostering a dialog between readers and the author/text, in which worlds and cultures are put into relation, based on Soares (1988), Andruetto (2012) and Bajour (2012). The aim of the article was to investigate how the choice of books expresses the teacher-mediator's concept of childhood and literature and interferes with the enunciation of reading. Also, whether the choice of books that represent childhoods similar to those of the readers becomes a means of bringing children from working-class backgrounds closer to literary reading as a form of pleasure and recognition. Keywords: Children's literature; Reading mediation; Literary representativeness; Literary reader training; Democratization of reading
In the light of Bakhtin (2003) and Vygotsky (2007), this article investigates the role of the reading-writing pair in History classes in a public school in Rio de Janeiro. This study mobilizes data from this author's dissertation (Vieira, 2011) and reflects on the dynamics of reading and writing in the educational context. It observes how the uses of reading and writing were carried out when students engaged classroom activities. The research situates as an ethnographic study, and for data generation, it uses: observation of classes, field notes, diary entries, interviews, and questionnaires. The research highlights the interaction in the classroom. It also reveals the insufficient attention teachers gave to students during their reading and writing performances.
As reflexões acerca das tensões entre infância, literatura e escola é o que nos motivou na organização deste dossiê, cujo objetivo foi o de reunir artigos que tragam resultados de pesquisas e relatos de experiências que discutam e analisem tais tensões articulando-as a reflexões sobre concepções e práticas de leitura literária e suas repercussões nos processos formativos. Os vinte e dois artigos aqui reunidos abordam as referidas tensões a partir de distintas perspectivas que foram organizadas em quatro blocos.
DECOLONIALITY IN CHILDREN’S LITERATURE: A NEW STORY TO BE TOLD
The article presents, based on the cataloging of children's literature books, the growth of themes related to African, Afro-Brazilian and indigenous cultures in recent Brazilian editorial production, driven by Law nº 10.639/03. It adopts, as a theoretical reference, concepts from Roger Chartier (1990, 2014) to analyze this production as a manufactured object, paying attention to its materiality, as well as dialoging with decolonial thinking (SANTOS, 2022), from a critical perspective to the ethnocentric production of knowledge . We conclude that this insurgent literature reveals a potential for decolonial pedagogical options, which leads us to rethink history, curricula and practices rooted in Euro-Western thought matrices, in search of overcoming epistemic racism in school culture.
O DIREITO À LITERATURA NEGRA NA FORMAÇÃO LEITORA DE CRIANÇAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
In order to analyze how the right to literature woven from ethnic-racial diversity has been thought and ensured in the reading training of children, this article discusses from reflections derived from the Discourse Analysis of the National Commitment Literate Child and the investigation of the practice itself, the presence (or absence) of blackness in the current educational scenario. Through the dialogue with the fields of studies on literature, childhood and decoloniality, we argue that by promoting encounters with the diverse, the school contributes to the expansion of aesthetic, affective and ethical repertoires. We conclude that, although we have sensible and significant advances in the legal field, it is necessary to advance in relation to black protagonism in literature for children in education.
A FORMAÇÃO DO LEITOR NA EDUCAÇÃO DO CAMPO
Understanding the place of the school in Peasant Education is to realize that human being it needs to help to form, and how it can contribute to the formation of new social subjects that are becoming in the field today. This training can also be enriched through intercultural dialogue. The human being is built by dialogue, from the contact between people through language. In this sense, indigenous peoples are today the most prepared for intercultural dialogue. Thus, this theoretical essay aims to bring some reflections on the children’s literature of the indigenous author Daniel Munduruku, and his approach to Peasant Education, promoting an intercultural pedagogical practice that encourages the formation of reading in the peasant student. Methodologically, we anchored in a qualitative approach, starting from a critical analysis of the literary production of the author, in order to build references that help the construction of the dialogue between the peasant school and the Amerindian literaturejuvenile. This dialogue, through indigenous literature, stimulates the peasant student to fully exercise his citizenship, because he needs to take possession of the literary language, become literate in it, become its competent user. Thus, contact with indigenous literature can enable this public to read other discursive modalities, including contributing to the pedagogical practice of Peasant Educators.
This article discusses the work The Boy in the Striped Pajamas, by John Boyne. The presence of the novel in classrooms has raised a series of discussions regarding its relevance in the training of young readers. Based on ideas about the literary reading of Jorge Larrosa and Hans Ulrich Gumbrecht, the article investigates the different possibilities of reading this book, classified as children's and young adult, to deepen the training of young readers. By rejecting the incidence of criticism dominated by historical interpretation or the concept of representation, literary reading is conceived as a unique activity in the formation of the imagination and in the construction of critical and autonomous thinking in young readers, a fundamental role of literature teachers.
ANÁLISE DA REPRESENTAÇÃO DA PERSONAGEM INFANTIL TRANS NO ESPAÇO ESCOLAR NO PICTUREBOOK WHEN KAYLA WAS KYLE
The representation of trans characters in picturebooks written in English has been on the rise. Since 2008, more than 16 books featuring trans female and male children's characters have been published in different forms and contexts. Considering the places where these characters navigate and the way in which they negotiate their identities, this bibliographical paper seeks to analyze trans children's characters and the school context. Authors including Butler (2013), Meadow (2018), Oliveira (2018) and Favero (2022) are part of the theoretical framework of this investigation. Through this research, it is argued that the school still constitutes a space of oppression for trans lives in picturebooks such as “When Kayla was Kyle” written by Amy Fabrikant and illustrated by Jennifer Levine (2013).
CRÍTICA E CONTROLE DE TEXTOS LITERÁRIOS NA ESCOLA
This article addresses the intensification of political and ideological disputes surrounding schools and literary reading in Brazil. It highlights the conflicts over the control of what is read in the classroom and, starting with the controversy surrounding the work of Monteiro Lobato and the accusation that his works propagate racism, it explores how controversies and political issues interfere with school reading practices. Drawing on Wolfgang Iser's reception theory, we propose a theoretical approach to understand reading in the school context and to assist in teaching.
This article aims to discuss the relationship between literature and school, dealing of the tensions existing of the process of literature schooling, emphasizing, specially, the way in which political and social aspects, represented by school curriculum, creat difficulties to work with literature. Therefore, we seek to think about the silencing of literature in contemporary school and of the importance of literature schooling as a form the resistance to barbarism and the dehumanization process. For that, we use the author as a Candido (2012); Perrone-Moisés (2006, 2016) Soares (2001); Ordine (2016); Cosson (2006, 2020) and other that assist us to think the literature schooling process and the demands the contemporary school.
AS AÇÕES DOS GRUPOS DE PESQUISA DE LITERATURA INFANTIL NO CAMPO DA PEDAGOGIA
The aim of this study is to analyze the actions of Children's Literature and Early Childhood Education research groups in the Pedagogy courses at the universities surveyed, through the eyes of seven teachers and one higher education teacher who are leaders of the Children's Literature and Early Childhood Education research groups. It argues that the inclusion of research groups in Pedagogy courses can play an important role in initial teacher training. Methodologically, this is a qualitative investigation, based on semi-structured interviews with higher education researchers/teachers, with the consent of the Free Consent Form. The results indicate that the research groups have a strong extensionist bias, at the interface with research and teaching, highlighting continuing education. It also points out that the implementation of Children's Literature libraries within universities contributes to building up a literary repertoire and providing aesthetic experiences for students, with testimonies that literary training during graduation can bring contributions to the pedagogue and the children's audience. It concludes that the actions of the Children's Literature research groups can contribute to the training of the reading mediator in initial training, and may be one of the ways to transform the profile of the reader in our society. Keywords: Early Childhood Education; Children's Literature; Initial Training; Pedagogy; Research groups.
This text aims to reflect on teachers' perceptions of literary education, based on what is understood by reading and storytelling in early childhood education. To this end, we opted for descriptive research, with a qualitative approach, based on a collective interview with teachers who worked in this stage of basic education. Based on Bardin's content analysis, a theoretical basis is sought from studies by Graça Paulino, Rildo Cosson on literary reading and Elié Bajard on reading and telling, by Regina Machado, Cleo Busatto on storytelling. Perceptions are marked by pedagogical intentionality, by initiatives that demonstrate the improvement of know-how, in which formation is shown to be a procedural and continuous action, which aims to expand knowledge about what and how to read and count, in order to enhance children's reading comprehension.
Is literary reading, based on children's literature books, a current practice for and with young children in daycare centers? What concepts guide this action? What senses do they mobilize? The purpose of this article is to ponder on these and other questions, from a clip of a master's thesis, based on excerpts from interviews conducted with educators at a philanthropic day-care center. The conclusions point to a multiplicity of guidelines that touch on the practice of literary reading with children, from babies onwards, highlighting life experiences marked by (mis)encounters with the literary text, education and life.
O tempo atual da pesquisa em alfabetização deixa-nos numa virada chave: as diretrizes anunciadas pela atual política de leitura e escrita nos anos iniciais da educação básica, propõem e apresentam a Perspectiva Discursiva da Alfabetização. Para que esta perspectiva possa se desenvolver no chão da sala de aula, lançamos neste artigo o desafio de partir de uma ancoragem inevitável e decidida sobre a literatura. O ensino da leitura e escrita a partir da perspectiva do discurso exige que se tenha a literatura em primeiro plano na cena da sala de aula. O objeto deste trabalho é a apresentação de balizas úteis para organizar ações pedagógicas para a formação literária de crianças na escola pública brasileira. Por ser uma senda aberta pelos sujeitos, em contexto, e incabada por definição, a literatura forma as crianças, porém forma também os professores que a encaminham.
O O LUGAR DA LITERATURA INFANTIL HUMANIZADORA NO PROGRAMA MS ALFABETIZA
The present study analyzes children's literary reading practices experienced in early childhood education, with the aim of raising some perspectives and pointing them out as a fundamental right and for the development of human potential. Such questions arise in the training context of the MS Alfabetiza Program - Reading Training in Early Childhood Education. The methodology is qualitative and is based on dialogues between scholars in the field - Candido (2011); Ribeiro and Girotto (2018); Arena (2010); Soares (1999); Cosson (2015) -, with the objective of deconstructing the schooling of children's literature in the education of children in the public school of Corumbá/MS and pointing out the place of humanizing children's literature in teacher training in Mato Grosso do Sul as a continuous State policy.
DIALOGIC LITERARY GATHERING WITH CHILDREN IN PUBLIC SCHOOLS: LITERACY PROCESSES AND HUMAN FORMATION
In this article, we discuss the role of the Dialogic Literary Gathering with Classics of Universal Literature with Brazilian children. The project assumed that school-age children should be considered as readers of texts and producers of knowledge and culture. Drawing mainly on contributions from Vygotsky (2001), Freire (1979) and Smolka (2017), this qualitative research was carried out with children from a state school in the South of Minas Gerais (post-pandemic) who were facing challenges in their literacy process. Their narratives were recorded in a field diary and revealed: increased interest in reading; increased vocabulary; the ability to reflect critically on several topics and to communicate their reflections; and advances in affective and socio-relational development.
Esta investigação analisa experiências estéticas produzidas em oficinas de leitura literária com onze crianças do 1º ano do Ensino Fundamental de uma escola da rede municipal da cidade de Aracaju, em Sergipe. O foco principal do estudo versa sobre as sensibilidades e memórias evocadas durante a experiência literária e artística. Os princípios teóricos e metodológicos desta pesquisa de caráter bibliográfico e experimental foram fundamentados a partir de questões e tensões que envolvem diretamente a prática literária e localizam o “onde” da leitura. Os resultados possibilitaram uma escuta sensível a partir da análise de experimentações literárias mobilizadoras dos sentidos. O trabalho revela as potencialidades dos usos da leitura literária no campo educacional, ao produzir espaços reflexivos e vivenciais acerca da relação entre Literatura, Artes e Educação.
ARTICULAÇÃO ENTRE O JOGO DE PAPÉIS SOCIAIS E A LEITURA LITERÁRIA
Esta pesquisa teve como objetivo compreender o trabalho pedagógico realizado na pré-escola referente à promoção da leitura literária articulada ao jogo de papéis sociais. O problema de pesquisa foi: como a ação docente no trabalho com a leitura literária pode contribuir para o desenvolvimento da leitura em crianças no nível de P5? A metodologia consistiu em pesquisa documental, bibliográfica e de campo, com tratamento qualitativo dos dados fundamentados no Materialismo Histórico e Dialético, bem como na Teoria Histórico-Cultural. Os resultados apontaram que a integração da literatura com o jogo de papéis sociais oferece uma ampla gama de narrativas que enriquecem as experiências das crianças em contato com a linguagem escrita.
This paper provides a brief overview of the project "Weavers of Stories" (2016-2020), exploring its formative aspects and analyzing excerpts from participants' accounts. Implemented in urban and rural schools, as well as in quilombos in São Lourenço do Sul (RS), the project stands out as an initiative to promote storytelling, enriching childhood reading mediation. This article also aims to propose a reflection on the role of storytelling, the social issues involved in this practice, and sensitive listening, seeking to advocate for the positive impact that oral storytelling can have on stimulating childhood reading and the process of introducing children to literature in schools.
The use of thinking routines for engagement and understanding in O menino no espelho in the elementary school
This article proposes the use of thinking routines for a better understanding of literature and engagement in these classes, using O menino no espelho by Fernando Sabino, and thus make the learning process visible to teachers and students, making the school promote environments that interact with current times. To this end, it will develop practices that work with thinking moves in order to develop processes that involve literature based on the reading/listening axes of the Portuguese language as discipline. These practices will take place, above all, through Thinking Routines, which are simple structures that instigate and motivate students to think in a way that is visible to the self and to/with others, thus contributing to learning and its visibility.
A LITERATURA INFANTIL NO CONTEXTO ESCOLAR
"Now it was inevitable that the make-believe would end like this. 'Beyond' this backyard, it was a night that has no end." The song "João e Maria" by singer Chico Buarque lyrically expresses the transition from childhood to adulthood. In this present work, we present the journey of children's literature and its correlation with fantasy through a bibliographical research, aiming to examine the extensive process of childhood, from its conception to its abandonment. We focus on the role of fantasy through creation and imagination, on schooling and its impacts on children's and young adult literature, and we unveil new perspectives for and the transition to adolescence. The results suggest that, despite the potent space for creation in childhood, there is a process of institutionalizing children's literature through schooling, transforming this enjoyable activity into a tedious task that sometimes inhibits interest in reading.
LIVRO INFANTIL MULTIFORMATO EM SISTEMA PICTOGRÁFICO:
In this study resulting from the Master's dissertation defended in 2023, the relevance of multiformat children's books for the stimulation of storytelling for students with autism was highlighted. The objective of this study was to describe the interaction between the children and the multiformat children's book, based on the observations made explicit by the teachers in the research questionnaire. The main methodological technique was based on a qualitative approach, data collection took place through bibliographic, documentary, online and face-to-face research, in an early childhood education school in the Municipality of Castanhal (PA), with the application of a workshop, having as subjects teachers and their students with ASD (Autism Spectrum Disorder). Our analysis reveals that the material applied to the students by the teachers was able to stimulate the students' curiosity and interaction.
BIBLIOTECA ESCOLAR E FORMAÇÃO DO LEITOR LITERÁRIO
The article presents results from a study that analyzed the use of school libraries for literary literacy of elementary school students in two schools from the municipal education system in the city Ouro Preto, MG, Brazil. We start from the hypothesis that the presence of the library in the school would be another potentially favorable ambience for the reader development. We conducted semi-structured interviews with eight teachers from two schools, two of them are teachers on functional reassignment temporarily assigned to the libraries. The results show us the existence of a new conception of library in the schools investigated, which increasingly assume a dynamic, open, literary and cultural formative character for the students. Keywords: School libraries; literary literacy; literacy.
This article reflects on how literature enters reading spaces, inside and outside school, based on the results of a dissertation and a thesis, intertwining two fields of research: a public library and a reading room of a municipal school, both located in the city of Rio de Janeiro. It defends literature as an incompressible asset (CANDIDO, 2011) and relies on the concept of knowledge stations (PERROTTI, 2015), understanding reading spaces as places of cultural appropriation. Research has shown that the practices developed in these spaces can contribute to the formation of child readers who, as subjects of culture, face reading, inventing and reinventing paths in an authorial way. Keywords: Literature; Reading; Reading Spaces; Library; Reading Room.
The paper discusses the supply of books in Brazilian Early Childhood Education, reflects on reading in early childhood and the absense of recommendations for the existence of libraries in official documents relating to Early Childhood Education in the country, affirming the formative power of library action with babies and Young children. It concludes that the presence of libraries in daycare centers and preschools is a structuring aspect for guaranteeing the right to reading in early childhood, fundamental for promoting the participation of babies and young children in written culture, in light of the quality criteria established by different documents and researchers for the first stage of Basic Education.