Alfabetização no ensino fundamental de nove anos: um olhar para os métodos utilizados

Abstract

This paper presents the results of research conducted at the undergraduate level on the issue of literacy in the transition from elementary school for eight to nine years, aiming to make an exploratory qualitative basis, reviewing scientific articles about representations of teachers in literacy and implementation of the nine-year elementary school, along with semi-structured interviews with the purpose prescribed describe what the teachers to teach literacy methods, what difficulties these teachers are finding with the implementation of education of nine years and what are the challenges that the same face, showing how they are dealing with their dilemmas and challenges. For that I use as the theoretical studies Brotto (2008), Demenech (2009), Mortatti (1994-2011), Smith (1999 -2004), Paula (2011) and others have not mentioned here that also deal on this subject. Initial data show the concern of teachers that even having access to a movement training through study groups accompanied by the secretariat of the city of Foz do Iguaçu, still have difficulties to carry out educational work that does not disregard childhood as a space for play and to develop as opposed to formal education.