POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador

Abstract

This article presents results on an alphabetization research, conducted with teachers graduated in Pedagogy courses, in the context of expansion of elementary school and educational policies for management, affiliated to new world ordaining. Historical and cultural perspective of language and human development, analyzes the elements of such an enlargement and the meanings of teaching the mother language in the early years of school. This research was conducted with the use of questionnaires and documentation analysis, and its results highlight the political and epistemological aspects of elementary school, with emphasis in language knowledge as expressed by the research subjects and the challenge of definition the teaching content in this context. It also uncovers some fragilities in the teacher´s relationship with their specific knowledge, and a conflict between their needs for linguistic formation in the early years of school and the teachers’ possibilities in their field, thus indicating that there is a need of conjugating of vigorous public policies of teachers’ formation and curricular structure so that the school can actively work on the linguistic development of both teachers and students that the first years of school pose.

Keywords

• educational policies
• alphabetization
• teachers’ formation