Progressão continuada e trabalho pedagógico: enfrentamentos e desafios na alfabetização inicial

Abstract

This study aims to understand how continued progression affects the organization of educational work trough the literacy cycle. Our specific golas are: to identify the main challenges faced by teachers in the organization of educational work trouhg the literacy cycle, as well as to recognize the main practices used to organize this work in literacy cycle classrooms. We based our study on Bolzan (2002, 2007, 2018), Bauer e Gaskell (2002), Denzin e Lincoln (2006), Gamboa (2007), Morosini (2006), Nóvoa (1992), Hoffmann (1993), Ribeiro (1997, 2007), Tardif e Lessard (2005), Xavier e Dalla Zen (2000), Hernández e Ventura (1998), Jacomini (2004), Ferreiro (2013, 1990), Powaczuk (2008, 2018). As a methodological approach, we chose to carry out a narrative socio-cultural research, because we believe in the importance of listening and dialoguing with the subjects, and focus on the teachers' speeches.. We collect data trough a narrative interview. We interviewed three teachers at a Basic Education School in city of Santa Maria/RS. From this study, it was possible to understand how was the implantation of the continuous progression regime in the school, that is, the focus is in the teaching and not in the learning of the children; how the teachers do the evaluations of their students, that is, the descriptive opinions presented disclose information about the performance of the children; besides recognizing that the organization of the pedagogical work in the initial literacy cycle is a permanent challenge at this stage. Teachers say that they are not always able to develop pedagogical work based on the peculiarities of children, as there is a concern to make the group as homogeneous as possible, even knowing about the diversity present in the classroom. We also observed that the evaluation form emphasizes the students' performance as subjects of lack, that is, they express in the opinions what has not yet been achieved. Finally, in the organization of the pedagogical work, the challenge highlighted by the teachers is when the class is very heterogeneous requiring them to think about activities that involve the prior knowledge of each child, because there are different levels of learning in the classroom, which makes the process of organizing the pedagogical work more demanding.