Pub Date : 2024-05-20DOI: 10.59306/poiesis.v18e332024201-223
Ana Kátia Da Costa Silva, Solange Alves de Oliveira-Mendes
The present study aimed to analyze the three editions of the Common National Curricular Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area, in our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on document analysis and semi-structured interviews, carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block. Secretary of Education State of Education of the Federal District. For data processing, thematic content analysis was used (BARDIN, 1977; FRANCO, 2018). The results point to a rupture with the perspective of literacy for the sake of literacy, combined with a reduction in time for the consolidation of reading and writing in the cycle. On the other hand, a defense of the phonic method of literacy was learned.
{"title":"A BASE NACIONAL COMUM CURRICULAR E A POLÍTICA NACIONAL DE ALFABETIZAÇÃO","authors":"Ana Kátia Da Costa Silva, Solange Alves de Oliveira-Mendes","doi":"10.59306/poiesis.v18e332024201-223","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024201-223","url":null,"abstract":"The present study aimed to analyze the three editions of the Common National Curricular Base (BRASIL, 2015; 2016; 2017), the National Literacy Policy (BRASIL, 2019) and the (dis)articulation with contemporary policies in this area, in our country. This is a qualitative investigation (GIL, 2008; MINAYO, 2001), whose research techniques were based on document analysis and semi-structured interviews, carried out in 2021 with three literacy teachers, active in the three years of the initial literacy block. Secretary of Education State of Education of the Federal District. For data processing, thematic content analysis was used (BARDIN, 1977; FRANCO, 2018). The results point to a rupture with the perspective of literacy for the sake of literacy, combined with a reduction in time for the consolidation of reading and writing in the cycle. On the other hand, a defense of the phonic method of literacy was learned.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"78 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.59306/poiesis.v18e332024278-292
A. Berenblum, Eliane Fazolo
Nesta entrevista inédita com a professora e pesquisadora Dra. Cecilia Maria Aldigueri Goulart, referência, no Brasil e na América Latina, na área de estudos da Linguagem, abordaremos questões centrais nos debates contemporâneos sobre o trabalho pedagógico com a linguagem na escola, a Alfabetização e o Letramento, partindo da sua experiência de vida e como professora alfabetizadora. Consultamos à professora sobre diversas problemáticas como Políticas Públicas de Alfabetização no Brasil nas últimas décadas, políticas de formação de professores/as alfabetizadores/as, relevância e atualidade do conceito de Letramento no campo acadêmico, metodologias de alfabetização e seus fundamentos, processos de desenvolvimento da linguagem e do conhecimento, entre outras problemáticas fundamentais no campo das reflexões sobre alfabetização no Brasil na contemporaneidade, abordando as múltiplas dimensões envolvidas nos processos da Alfabetização.
Cecilia Maria Aldigueri Goulart 博士是巴西和拉丁美洲语言研究领域的代表人物，在对她进行的这次前所未有的访谈中，我们将根据她的人生经历和作为扫盲教师的经验，探讨当代学校语言教学工作、扫盲和识字方面的核心问题。我们就巴西近几十年来的公共扫盲政策、扫盲教师的师资培训政策、扫盲概念在学术领域的相关性和实用性、扫盲方法及其基础、语言和知识发展过程等当今巴西扫盲反思领域的基本问题向这位教师进行了咨询，探讨了扫盲过程所涉及的多个层面。
{"title":"ALFABETIZAÇÃO E LETRAMENTO QUESTÕES EM DEBATE","authors":"A. Berenblum, Eliane Fazolo","doi":"10.59306/poiesis.v18e332024278-292","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024278-292","url":null,"abstract":"Nesta entrevista inédita com a professora e pesquisadora Dra. Cecilia Maria Aldigueri Goulart, referência, no Brasil e na América Latina, na área de estudos da Linguagem, abordaremos questões centrais nos debates contemporâneos sobre o trabalho pedagógico com a linguagem na escola, a Alfabetização e o Letramento, partindo da sua experiência de vida e como professora alfabetizadora. Consultamos à professora sobre diversas problemáticas como Políticas Públicas de Alfabetização no Brasil nas últimas décadas, políticas de formação de professores/as alfabetizadores/as, relevância e atualidade do conceito de Letramento no campo acadêmico, metodologias de alfabetização e seus fundamentos, processos de desenvolvimento da linguagem e do conhecimento, entre outras problemáticas fundamentais no campo das reflexões sobre alfabetização no Brasil na contemporaneidade, abordando as múltiplas dimensões envolvidas nos processos da Alfabetização.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"22 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"OS USOS DA LÍNGUA ESCRITA NA ESCOLA: REFLEXÕES SOBRE O “SAVOIR-FAIRE” DE UMA DOCENTE ALFABETIZADORA","authors":"Sirlene Barbosa de Souza, Andréa Tereza Brito Ferreira","doi":"10.59306/poiesis.v18e332024180-200","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024180-200","url":null,"abstract":"https://docs.google.com/document/d/1SjPwldZEdNfVUZtm-gdrHM2kOqY64B_j/edit?usp=drive_link&ouid=118334097731495945966&rtpof=true&sd=true","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"38 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.59306/poiesis.v18e332024261-277
Rita Cristina Lima Lages, Leaci Vieira Onofre
Abstract This paper presents the results of a theoretical research on the interference of linguistic knowledge, more exactly, those on phonological awareness, in the practices of literacy teachers. The analysis is guided mainly by the theoretical-epistemological contributions of the field of literacy, that is: linguistic knowledge of grapheme and phoneme relations (CAGLIARI, 1993); Phonetics and phonology in the formation of the literacy teacher (SOARES, 2020); mediation and teacher intervention (ADAMS, 2006). The methodology consisted of a bibliographic review that sought to highlight, in addition to the main theorists of the field, master's and doctoral research, among others, that were dedicated to the theme. The results highlight the importance and positive interference of the linguistic knowledge (phonetics, phonology) of the literacy teacher in her teaching practices.
{"title":"LINGUISTIC STUDIES AND DEVELOPMENT OF PHONOLOGICAL AWARENESS: CONTRIBUTIONS TO THE PRACTICE OF LITERACY TEACHERS","authors":"Rita Cristina Lima Lages, Leaci Vieira Onofre","doi":"10.59306/poiesis.v18e332024261-277","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024261-277","url":null,"abstract":"Abstract \u0000This paper presents the results of a theoretical research on the interference of linguistic knowledge, more exactly, those on phonological awareness, in the practices of literacy teachers. The analysis is guided mainly by the theoretical-epistemological contributions of the field of literacy, that is: linguistic knowledge of grapheme and phoneme relations (CAGLIARI, 1993); Phonetics and phonology in the formation of the literacy teacher (SOARES, 2020); mediation and teacher intervention (ADAMS, 2006). The methodology consisted of a bibliographic review that sought to highlight, in addition to the main theorists of the field, master's and doctoral research, among others, that were dedicated to the theme. The results highlight the importance and positive interference of the linguistic knowledge (phonetics, phonology) of the literacy teacher in her teaching practices. \u0000 \u0000 ","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"46 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article, based on historical and dialectical materialism, derives from the following question-problem: what theoretical-conceptual and didactic-methodological aspects should be prioritized in the continuing education actions of literacy teachers? Taking as a starting point the experience of the researchers at the head of teacher training projects in public schools, the study aims to produce a contribution that critically confronts contemporary legal frameworks for literacy; for this, the main contradictions of such frameworks will be revealed. The point of arrival, which is also the additional objective and the intended result, is the presentation, didactic and with indications for further study, of guidelines for continuing education of literacy teachers, which bet on autonomy, as opposed to alienation.
{"title":"COMO SE FAZ AGORA PARA ALFABETIZAR?","authors":"Rosângela Pedralli, Cíntia Franz, Marcia Nagel cristofolini","doi":"10.59306/poiesis.v18e332024242-260","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024242-260","url":null,"abstract":"The article, based on historical and dialectical materialism, derives from the following question-problem: what theoretical-conceptual and didactic-methodological aspects should be prioritized in the continuing education actions of literacy teachers? Taking as a starting point the experience of the researchers at the head of teacher training projects in public schools, the study aims to produce a contribution that critically confronts contemporary legal frameworks for literacy; for this, the main contradictions of such frameworks will be revealed. The point of arrival, which is also the additional objective and the intended result, is the presentation, didactic and with indications for further study, of guidelines for continuing education of literacy teachers, which bet on autonomy, as opposed to alienation. ","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"81 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research was outlined in literacy in the 3rd year of elementary school: an analysis of challenges faced by the family and post-pandemic pedagogical strategies. The objective was to present the challenges faced by the family and pedagogical strategies in the post-pandemic literacy process, in the 3rd year of Elementary School. The work unfolds in three points. First, the pandemic and post-pandemic scenario is presented. In the second and third points, they analyze, based on data collected through the application of questionnaires with the families of students in a 3rd grade class of a public school in Cascavel-PR, about the family's perception regarding literacy and the challenges faced during the pandemic, and the post-pandemic pedagogical strategies. It reflects on the importance of the mediation of the teacher and the school as an educational institution in the teaching-learning process, especially for students in the literacy phase.
{"title":"O PROCESSO DE ALFABETIZAÇÃO NO 3° ANO DO ENSINO FUNDAMENTAL","authors":"Nathaly Gabrielly Wermuth Artecoff, Susana Schneid Scherer","doi":"10.59306/poiesis.v18e332024133-157","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024133-157","url":null,"abstract":"The present research was outlined in literacy in the 3rd year of elementary school: an analysis of challenges faced by the family and post-pandemic pedagogical strategies. The objective was to present the challenges faced by the family and pedagogical strategies in the post-pandemic literacy process, in the 3rd year of Elementary School. The work unfolds in three points. First, the pandemic and post-pandemic scenario is presented. In the second and third points, they analyze, based on data collected through the application of questionnaires with the families of students in a 3rd grade class of a public school in Cascavel-PR, about the family's perception regarding literacy and the challenges faced during the pandemic, and the post-pandemic pedagogical strategies. It reflects on the importance of the mediation of the teacher and the school as an educational institution in the teaching-learning process, especially for students in the literacy phase.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-17DOI: 10.59306/poiesis.v18e332024113-132
Juliane De Oliveira Alves Silveira, Carmen Regina Gonçalves Ferreira, Gabriela Medeiros Nogueira
This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher’s pedagogical work organization. The discussion emphasizes how the teacher – by means of a planning structure – develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students’ collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes.
{"title":"LITERACY IN A MULTIGRADE CLASS IN A RURAL SCHOOL","authors":"Juliane De Oliveira Alves Silveira, Carmen Regina Gonçalves Ferreira, Gabriela Medeiros Nogueira","doi":"10.59306/poiesis.v18e332024113-132","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024113-132","url":null,"abstract":"This paper shows results of a study carried out with a multigrade class in a rural school and focuses on a literacy teacher’s pedagogical work organization. The discussion emphasizes how the teacher – by means of a planning structure – develops activities considering heterogeneity as a factor that contributes to both teaching and learning processes. Data were collected of participatory observation and video and audio recordings which were transcribed and subject to the Content Analysis (Bardin, 2016). Results showed a permanent structure of connected pedagogical activities by means of students’ collective and individual organization in order to ensure that they learn how to read and write inclusively. Data trigger reflections upon the relevance of systematic pedagogical proposals as a possibility of structuring the literacy process while respecting heterogeneity of learning processes.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141127223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-17DOI: 10.59306/poiesis.v18e33202485-104
Valdir Do Nascimento Flores, Silvana Maria Bellé Zasso
O artigo revisita a pesquisa de Zasso (2008) que teve por tema a escrita no contexto da alfabetização escolar, abordada na perspectiva enunciativa do linguista Émile Benveniste (1988,1989) e na perspectiva da sociologia da cultura de Bhabha (1998). O propósito é mostrar que o mecanismo de produção de referências pessoais no ato de escrever é marcado pela singularidade de quem escreve. A coleta de dados aconteceu em oficinas de escrita com um grupo de crianças em processo de alfabetização de uma escola pública. A pesquisa permite afirmar que o ato de escrever é sempre conflituoso pela presença de reflexões, dúvidas, acertos, erros entre outros sobre a escrita e pelo fato de o sujeito que escreve constituir-se em um espaço intervalar, não-coincidente, do enunciado com a enunciação.
{"title":"O PROCESSO DE ALFABETIZAÇÃO","authors":"Valdir Do Nascimento Flores, Silvana Maria Bellé Zasso","doi":"10.59306/poiesis.v18e33202485-104","DOIUrl":"https://doi.org/10.59306/poiesis.v18e33202485-104","url":null,"abstract":"O artigo revisita a pesquisa de Zasso (2008) que teve por tema a escrita no contexto da alfabetização escolar, abordada na perspectiva enunciativa do linguista Émile Benveniste (1988,1989) e na perspectiva da sociologia da cultura de Bhabha (1998). O propósito é mostrar que o mecanismo de produção de referências pessoais no ato de escrever é marcado pela singularidade de quem escreve. A coleta de dados aconteceu em oficinas de escrita com um grupo de crianças em processo de alfabetização de uma escola pública. A pesquisa permite afirmar que o ato de escrever é sempre conflituoso pela presença de reflexões, dúvidas, acertos, erros entre outros sobre a escrita e pelo fato de o sujeito que escreve constituir-se em um espaço intervalar, não-coincidente, do enunciado com a enunciação.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"7 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-17DOI: 10.59306/poiesis.v18e332024158-179
Maéve Melo Melo dos Santos, Cosme Batista dos Santos
In the last decade, that is, between 2012 and 2022, literacy teachers in the Semiarid Zone of the State of Bahia joined the Program Literacy at the Right Age (PNAIC in Portuguese), in which the theoretical foundations of alphabetization and literacy practice have been accessed. hroughout this period, little is known about the images that remained of these foundations in teachers' narratives about their classroom practices. This study, therefore, based on the studies of intertextuality referenced by textually oriented discourse analysis (ADTO) (FAIRCLOUGH, 2001) and based on the theory of social representations (JODELET, 2001; ABRIC, 2016) aims to describe the new discursive anchors and the transformations of the concepts of alphabetization and literacy in the narratives of a group of literacy teachers trained by the PNAIC program. From these analyzes, changes in positions and knowledge will be revealed, in addition to highlighting the relevance of this type of study for the monitoring of future continuing education projects in Brazil.
{"title":"ALFABETIZAÇÃO E LETRAMENTO: REPRESENTAÇÕES DE PROFESSORAS DO SEMIÁRIDO BAIANO PÓS-PNAIC","authors":"Maéve Melo Melo dos Santos, Cosme Batista dos Santos","doi":"10.59306/poiesis.v18e332024158-179","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024158-179","url":null,"abstract":"In the last decade, that is, between 2012 and 2022, literacy teachers in the Semiarid Zone of the State of Bahia joined the Program Literacy at the Right Age (PNAIC in Portuguese), in which the theoretical foundations of alphabetization and literacy practice have been accessed. hroughout this period, little is known about the images that remained of these foundations in teachers' narratives about their classroom practices. This study, therefore, based on the studies of intertextuality referenced by textually oriented discourse analysis (ADTO) (FAIRCLOUGH, 2001) and based on the theory of social representations (JODELET, 2001; ABRIC, 2016) aims to describe the new discursive anchors and the transformations of the concepts of alphabetization and literacy in the narratives of a group of literacy teachers trained by the PNAIC program. From these analyzes, changes in positions and knowledge will be revealed, in addition to highlighting the relevance of this type of study for the monitoring of future continuing education projects in Brazil.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.59306/poiesis.v18e332024105-11
Valéria Barbosa
It is based on the hypothesis that the act of writing and thinking about the nature of the writing system causes the child to (re)elaborate their hypotheses about its functioning. In this article, a description and analysis will be made of the interactions and pedagogical mediations established with 6-year-old children from a public school, based on the approach inspired by the “Invented Writing Program” (Alves Martins), which consists of working with the writing of words, in small groups, using adult-child and child-child interactions as a reference, emphasizing pedagogical assistance strategies such as a focus on self-discovery and scaffolding strategies. The results revealed that exposing children to challenging situations, in which they need to argue and get involved in the construction of a collective solution, favors the development of phonemic awareness and the understanding of the CCV (consonant – consonant – vowel) syllabic structure. It highlights mediation strategies that can be used by literacy teachers in the classroom.
{"title":"ESCRITURA COLABORATIVA, INTERACCIÓN Y MEDIACIÓN PEDAGÓGICA EN LA ALFABETIZACIÓN","authors":"Valéria Barbosa","doi":"10.59306/poiesis.v18e332024105-11","DOIUrl":"https://doi.org/10.59306/poiesis.v18e332024105-11","url":null,"abstract":"It is based on the hypothesis that the act of writing and thinking about the nature of the writing system causes the child to (re)elaborate their hypotheses about its functioning. In this article, a description and analysis will be made of the interactions and pedagogical mediations established with 6-year-old children from a public school, based on the approach inspired by the “Invented Writing Program” (Alves Martins), which consists of working with the writing of words, in small groups, using adult-child and child-child interactions as a reference, emphasizing pedagogical assistance strategies such as a focus on self-discovery and scaffolding strategies. The results revealed that exposing children to challenging situations, in which they need to argue and get involved in the construction of a collective solution, favors the development of phonemic awareness and the understanding of the CCV (consonant – consonant – vowel) syllabic structure. It highlights mediation strategies that can be used by literacy teachers in the classroom.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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