Um olhar sobre o processo de alfabetização e letramento no contexto dos livros didáticos utilizados no ciclo de alfabetização nas escolas municipais localizadas da zona norte (zn) de Manaus-am

Abstract

This Course Completion Work – TCC, is linked to the Pedagogy Course of the Federal University of Amazonas – UFAM, aims to analyze textbooks focused on the first cycle of literacy used in the context of municipal schools in Manaus, Amazonas. As a general objective: To understand how the approaches of literacy in the literacy cycle in Manaus – AM, taking into account consideration of the textbooks used in the schools of the North Zone (ZN) of the city. The Specific objectives are configured as: a) to identify the collections used in the schools inserted in the North Zone of Manaus – AM; b) Analyze the concepts and methodologies presented in the textbooks selected by the ZN schools; c) Observe the relationships didactics of literacy and literacy with the Amazonian context to which the schools of the ZN are inserted. To meet these objectives, we propose qualitative research as a way to Gonzalez-Rey research approach (2005), having as a procedure for the production of data, the documentary analysis instituted by Ludke (1986). In view of this, the schools of the ZN of Manaus, has selected two collections focused on the literacy cycle, namely the Bem-me-quer Mais and A Conquista. At another point, the collections offer several perspectives, but always presenting the synthetic method working phonology as form of learning. The series "Bem-me-quer Mais", in turn, focuses on activities playful and interactive, encouraging students' autonomy in their learning journey, but not related to the Amazonian context. In contrast, "The Conquest" adopts a more classic approach, prioritizing the organization of content and the practice of repetition to ensure the assimilation of knowledge, but without correlation with the Amazonian context. When examining the peculiarities of these collections, we advance that, when looking at the books We have observed that both do not discuss literacy, now separate from the concept and method of lettering, sometimes presenting only a method that is limited to literacy and/or literacy, understanding that these concepts, although interconnected, have nuances that directly impact the formation of the critical reader. .