A organização do trabalho pedagógico no ciclo de alfabetização: ações de incentivo à leitura e à escrita na escola

Abstract

This study is part of the research line Management of Educational Institutions from the Course of Specialization in School Management (Gestão de Instituições Educacionais do Curso de Especialização em Gestão Educacional - CEGE), from Educational Center, from Universidade Federal de Santa Maria (UFSM). The central focus of this study is the dynamics of pedagogical work and the incentive actions for reading and writing. As general objective, we seek to understand how the organization of pedagogical work implies in the development of the incentive actions for reading and writing in the literacy cycle and specific objectives: recognize the incentive actions for reading and writing developed in a school of the Municipal Educational System of Santa Maria/RS; identify the relations established among the incentive actions for reading and writing elaborated and developed with the Pedagogical Proposal of the School and know how the school management organizes itself to elaborate and develop incentive actions for reading and writing. For this, we use as theoretical assumptions by authors such as: Ferreiro (1989, 1999, 2011a, 2011b), Mortatti (2004, 2006), Cagliari (1991), Lück (2008a, 2008b, 2014), Libâneo; Oliveira and Toschi (2012), Bolzan (2007, 2009, 2011 and 2013) and Freire (2011). As methodological approach we chose to perform qualitative research of sociocultural narrative nature, because it has as study basis the speech/narratives of pedagogical coordinator and teachers of the Literacy Cycle (Ciclo de Alfabetização) (1st, 2nd and 3rd year) of Elementary School. As instrument of data collection we performed the semi-structured interview with topic-guides that allows that the subjects think freely about the covered theme, besides, it was performed the documental analysis of the Pedagogical Political Project (PPP) and study plans of 1st, 2nd and 3rd year of Elementary School. From this study, it was possible to comprehend how the teachers organize their pedagogical work in the literacy cycle, as well as the incentive actions for reading and writing performed monthly at school and daily at the classroom, and these actions at the classroom were initiative of the teachers themselves. Also, we observed that the school management finds itself committed to offer to the students a favorable environment to the learning of reading and writing, developing actions that seek to incentive enjoyable and significant reading and writing in the classroom.