Alfabetização e letramento: uma análise dos fundamentos e processos categoriais

Abstract

This work presents results on literacy and literacy processes. Aiming to analyze the concepts of categorical processes and how they are granted in the school space, being debated in the views of several authors. From perceptions and experiences in the area of education, an interest emerged in verifying how literacy and literacy procedures are configured and what are the perspectives on the act of alphabetizing by literacy. In view of the above, the following question was asked: what would be the difficulties for students to develop the category of alphabetizing through literacy? To carry out the study, a bibliographic survey was carried out (scientific texts on the subject), the authors analyzes and observations as a teacher of reading and production in the final years of Elementary School. As references, writers such as: Barbosa (1998), Ferreiro, Teberoski (1984, 1999), Lima (2001), Moll (2002), Romanelli (2001), Russo (1999), Soares (2000, 2001, 2004) were used., 2003, 2010, 2013, 2018), Blacksmith (2003), Frade (2005), Hasan (1996), Kato (1990), Kleiman (1995), Ribeiro (2003), Rojo (2009), Street (1984, 2003), 2014), among others. The research demonstrated that it is possible to work on literacy intertwined with literacy, since both favor the development of the individual in its fullness, generating a citizen with sharp reading and writing skills and the ability to interpret the phenomena around him. Thus, projecting discussions and possible changes within the space in which he is inserted, no longer being a hostage to the perceptions of others, but the protagonist of his story.