Alfabetização nos anos iniciais do Ensino Fundamental: o que propõem as publicações da Plataforma SciELO (2010-2017) para a superação do fracasso escolar

Abstract

The present work has been carried out to study the literacy researches published in Scielo from 2010 to 2017 and what they propose to overcoming the school failure. From this concern and the challenges posed to the school regarding literacy practices that overcome this problem, the question arose: What does the research published in Scielo criticizes to solve the failure of children's literacy in the first years of elementary school? Considering this question, the general aim was outlined: to analyze the researches in Scielo platform (2010 to 2017) that deal with the literacy in the first years of the elementary school, to verify if they indicated interventions aimed at overcoming the problem of school failure and what are these actions. The specifics goals were: to perform a survey in the Scielo platform (2010 to 2017) about the literacy researches in schools that works with the first years of elementary school as well as their effective results, using Paulo Freire's theoretical denunciation and announcement constructions. Regarding the context of school failure and its implications for education, this research referred to Delors (1998), Patto (1999), Boruchovitch (1999), Charlot (2005), Zago (20121), Silva, Mascarenhas and Silva (2011), Damasceno, Costa and Negreiros (2016), Navarro et. al (2016) studies, among others. In relation to the literacy process, we considered the Soares (1985, 2017a, 2017b, 2018), Mortatti (2000), Freire (2011), Freire and Macedo (2011) studies that helped to understand the multiplicity of facets that involve the initial learning process of the written language, the different perspectives under which this phenomenon can be studied and also the meanings that it have been attributed to this field of knowledge deriving from its historical trajectory besides subsidizing understandings about literacy as an act political and awareness raising. We highlight the theoretical reference of Paulo Freire (1967, 1979, 1981, 1995, 2000, 2011, 2011, 2015, 2016a, 2016b) and Freire and Macedo (2011) in the analysis of the articles, in a problematic perspective, which seeks to identify the complaints and advertisements raised. This is a qualitative and bibliographic dissertation, whose data collection was carried out through scientific articles published between 2010 to 2017 in the SciELO database. For data analysis the procedures of bibliographic research from the steps of the Salvador (1978), Lima and Miotto (2007), Minayo (2018), Gil (2008), Creswell (2010), Lüdke and André (1986) was used, once that they contributed to the selection and reading of collected data as well as as Bardin's (2016) content analysis for the delineation was used to the articles‟ analysis categories. The results obtained identified that there is a gap in the publications on literacy, which make many complaints about the teaching and initial learning practices of the written language, but with little emphasis on proposing interventions that seek to overcome the problem of children with a lag in the process literacy.