Organização do trabalho pedagógico e impactos na consolidação da alfabetização e do letramento: um estudo com professoras alfabetizadoras

Abstract

This article is part of a larger research project entitled "Literacy, Training, and the Organization of Pedagogical Work: intertwining challenges and possibilities in the cycle", linked to the Carolina Maria de Jesus Center, of the Teacher Training Center (TTC), of the Universidade Federal do Recôncavo da Bahia (UFRB) and aims to identify to what extent the pedagogical work done by literacy teachers in the municipal network has enabled the consolidation of literacy and initial reading instruction among children up to the 3rd year of elementary school. Methodologically, the research is based on the qualitative approach, and its data production devices are observation and semistructured interviews. The results show that the pedagogical action practiced in the studied municipal public network has not enabled the consolidation of literacy and initial reading instruction among children until the end of the literacy cycle. This can be observed, not only in the scope of the perception of the researched teachers, translated into their narratives, but also in the data produced with the children - in the scope of the wider research - which promotes a greater possibility of analysis, confronting the data from the point of view of the different actors involved.