Alfabetização: intervenções didático-pedagógicas fundamentais à prática do professor

Abstract

The present work had as main objective to propose fundamental interventions in the exercise of a literacy teacher starting from the perspective of the Psicogênese da Língua Escrita suggest by Emilia Ferreiro (1999), such as the Phonological Awareness suggested by Magda Soares (2017) and Artur Gomes de Morais (2012). For such, initially, presents briefly a panorama of the main methods of literacy used in Brazil during the XX century, as exposes subtly the biography and theory of Emilia Ferreiro, main precepts of her research and the path the child traveled for the acquisition of the writing language and the reading. One the other hand, there is the exhibition of misunderstandings and controversy that have been built around the theory of the Psicogenêse da Língua Escrita proposed by Soares (2017), Morais (2012) and Braslavsky (1993). In view of the above, the relation between literacy and alphabetization is approached, the importance of the ongoing graduation of a literacy professor becomes evident and, lastly, starting from the theories presented and taking those as base, activities and interventions capable of ensuring good situations of learning in the process of literacy are provided. Lastly, finessely approached, the evaluation, starting from the need and the good use to be made of it