Apropriação da linguagem escrita na abordagem histórico-crítica: o ensino das diferentes grafias do alfabeto

Abstract

This research is based on an analysis of the initial teaching-learning process of written language, focusing on current theoretical conceptions that underpin literacy practices. In this process, the active participation of both teachers and children must be considered, recognizing them as fundamental social agents. From everyday situations to the exploration of scientific knowledge that has been historically produced and is prevalent in a literate society, the study seeks to answer the following question: how can an intervention based on the principles of Historical-Critical Pedagogy foster the appropriation of written language, specifically concerning the letters of the alphabet and their variations in writing? This question reflects an issue that extends beyond the classroom, involving the teacher's role as a mediator and the need to rethink literacy practices in social contexts marked by economic and cultural inequalities. The core of this study is to investigate, from a historical-critical perspective, the appropriation of written language by literacy learners through a pedagogical intervention focused on alphabetic scripts. To achieve this goal, we used the Caderno de Sondagem - Diversas Grafias do Alfabeto (Gonçalves; Gonçalves, 2024) to identify the initial knowledge of literacy learners in the process of acquiring writing, specifically regarding our object of study. Based on this initial assessment, we developed a didactic intervention supported by didactic pedagogical resources, promoting the improvement of early teaching practices of written language. The research was conducted in a public school in Algodão de Jandaíra, a city in Paraíba, with students enrolled in the 2nd year of Elementary School. The methodological approach adopted in this study aligns with the qualitative paradigm. We adopted a pedagogical intervention research model as proposed by Damiani et al. (2013), which consists of planning and implementing interventions to improve learning processes. This approach introduces pedagogical innovations and evaluates their effects, contributing both to the production of educational knowledge and bridging pedagogical practice with academic research, allowing teachers to act as investigators of their practices. Data collection was carried out through observation instruments and records that documented interactions between participants. In interpreting the results, we used Conversation Analysis (CA) (Marcuschi, 2003). The theoretical framework that underpins the discussions includes authors such as Luria (2019), Marsiglia (2011), Martins (2023), Saviani (2021a), and Vygotsky (2009). The analysis of the intervention's impacts reveals that the Caderno Pedagógico - Jogos para Ensinar as Diversas Grafias do Alfabeto, designed as a theoretical-methodological resource for the initial teaching of written language, significantly contributed to a solid understanding of the social function of graphic variations of alphabet letters, as well as to a greater appreciation of cursive writing among students. This material, developed as a pedagogical product of research, can also be used as an assessment tool that allows for the analysis of progress in mastery of the content addressed and the improvement of early writing practices. Despite the challenges and limitations of applying this theoretical perspective to literacy practices, the intervention promoted a more critical and contextualized approach that stimulated reflection on the social role of writing and the formation of a broader and more conscious perspective among literacy learners. The findings of this study suggest avenues for new initiatives that can promote the collective construction of a historical-critical didactics for literacy practice. Our aim is not to exhaust the topic, but to highlight the importance of initiatives that deepen this collective construction. Finally, the study sought to contribute to consolidating pedagogical practices that value the multiple dimensions of written language as an instrument of emancipation and citizenship.