Planejamento na alfabetização: entre discursos e interações em uma escola municipal da zona norte de Manaus

Abstract

This work was carried out thinking about the reality of public education in the northern zone of Manaus and seeking to understand how educators of the initial years of elementary school organize and develop learning in the process of literacy and literacy and how they elaborate and execute planning based on their classes. The specific objectives were focused on the following points: to ascertain what teachers understand by pedagogical planning and literacy; Check how the teaching plan for literacy and literacy classes is, also discuss the approximations of these teachers' literacy understandings present in the speeches and plans, with the elements of literacy. The subjects interviewed in the research were two teachers from each year, in a total of 6 interviewees, and the school in the morning shift only works with literacy. The qualitative field research and the instruments were observation, semi-structured interview and documentary analysis, built during the internship lll with the teachers of the initial grades of the school. The use of observation and interview enabled the crossing of the two instruments and a greater understanding of the reality studied. The theoretical reference highlighted the authors: Luck (2009), Gil (2019), Soares (2020), Ferreiro & Teberosky (1999), Freire and Macedo (2011), Vygotsky and Oliveira (1993), and others. In the analysis of the data it was possible to perceive that some teachers did not use the lesson plan, instead they prioritize the textbook, there are those who improvised and others constantly used the planning and still carried the notebook of records with references and extra activities, in case the student could not do the exercise proposed in the class. They did not approve the reductionist planning that the education department proposes. Key words: Planning, Literacy, Literacy, Teaching/Learning.