CURSO ALFABETIZAÇÃO BASEADA NA CIÊNCIA: UMA AMEAÇA À IDENTIDADE DA EDUCAÇÃO INFANTIL?

Estela Souza de Castro; Gabriela Medeiros Nogueira; Carmen Regina Gonçalves Ferreira

doi:10.1590/SciELOPreprints.7028

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Estela Souza de Castro Universidade Federal do Rio Grande https://orcid.org/0000-0001-6795-0324
Gabriela Medeiros Nogueira Universidade Federal do Rio Grande https://orcid.org/0000-0002-6985-064X
Carmen Regina Gonçalves Ferreira Universidade Federal do Rio Grande https://orcid.org/0000-0001-9251-7274

DOI:

https://doi.org/10.1590/SciELOPreprints.7028

Keywords:

Science-Based Literacy Course, identity of Early Childhood Education, interactions and play, phonemic awareness, phonological awareness.

Abstract

The implementation of the National Literacy Policy (PNA, 2019) generated a series of programs and actions that called into question the Brazilian scientific knowledge developed over the last four decades in the fields of Early Childhood Education and literacy. Starting from this problem, a qualitative and documentary research was conducted, in which, through content analysis, we problematized the way in which the model classes presented in the modules of the ABC in Practice: Pre-Reading Skills Promotion Program of the Science-Based Literacy Course (ABC Course), approach or distance themselves from what has been studied about Early Childhood Education identity in contemporary times, in addition to what is being recommended by current curriculum documents. Through this study, it was possible to conclude that the said course demonstrates lack of knowledge or complete disregard for the current curriculum proposals for Early Childhood Education in Brazil that serve as the basis for the constitution of the educative step in question.

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Author Biographies

Estela Souza de Castro, Universidade Federal do Rio Grande

Master's student of the Graduate Program in Education - PPGEDU of the Federal University of Rio Grande - FURG linked to the line of Teacher Training and Educational Practices.. Graduated in Pedagogy from the Federal University of Rio Grande - FURG (2020). Graduated in the course of Magisterium by the State Institute of Education Juvenal Miller. He worked as a fellow in the Group of Extension and Inclusive Research - GEPI of the Center for Inclusive Studies and Actions - NEAI / FURG. She currently participates in the Study and Research Group on Literacy and Literacy – GEALI and the Laboratory of Literacy and Reading Incentive Practices – LAPIL. Topics of interest: literacy, mathematical literacy, education, inclusive education and popular education, teacher training and public educational policies. Associated with ABALF (Brazilian Association of Literacy).

Gabriela Medeiros Nogueira, Universidade Federal do Rio Grande

Associate Professor at the Education Institute of the Federal University of Rio Grande FURG. Coordinator of the Postgraduate Program in Education at FURG (2023-2024), served in the management in 2014 - 2015 and, as assistant coordinator, in 2017 and 2018. Editor-in-Chief of Momento- Diálogos em Educação Magazine (2019 to 2022) linked to PPGED/FURG and Member of the Editorial Board of the Brazilian Journal of Literacy - ABALF since 2018 and Member of the Scientific Editorial of RBEP/INEP from 2023. He is leader of the Study and Research Group on Literacy and Literacy GEALI, registered in the academic directory of CNPq, and researcher at the Nucleus for Study and Research in Education from zero to six years old - NEPE/IE/FURG and at the Research Group History of Literacy, Reading and Writing and School Books - Hisales/FaE/UFPEL. She is part of the ALFAREDE National Literacy Network and the Literacy Laboratories Network-ALFALabs She was a Basic Education teacher (1989 to 2003), working in Early Childhood Education, in the Early Years of Elementary Education, in Teacher Training at Secondary Level. In 2004 she joined Higher Education as a teacher and in 2012 in Post-Graduation in the line of research Teacher training and educational practices. Graduated in Pedagogy from the Federal University of Pelotas (UFPEL-1997); Specialist in Mathematics Education from the Catholic University of Pelotas (UCPEL-1998); Master in Education from the Federal University of Rio Grande do Sul (UFRGS-2001) and PhD in Education from the Graduate Program of the Faculty of Education at the Federal University of Pelotas (UFPEL-2011). He did postdoctoral work in the United States, at the University of Illinois at Urbana-Champaign from January to December 2016, with financial support from CAPES, under the supervision of Professor Arlette Ingram Willis and at the University of Canterbury - New Zealand from January to December 2019, under the supervision of Professor Peter Roberts. It develops research and extension actions in the field of literacy and literacy, ludic culture, childhood and educational public policies, Evaluation of Systems, Institutions, Educational Plans and Programs

Carmen Regina Gonçalves Ferreira, Universidade Federal do Rio Grande

Possui licenciatura em Letras com habilitação em Língua Portuguesa e Literatura (FURG) , licenciatura em Pedagogia (UNINTER), especialização em Ciências Sociais na Educação (URCAMP), especialização em Psicopedagogia Institucional, Clínica e Ludopedagogia (FAD), especialização em Orientação Educacional e Supervisão Escolar (FAD), mestrado em Educação (UFPel) e doutorado em Educação (UFPel). É membra do grupo de pesquisa GEALE - UFPel (Grupo de Estudos sobre a Aquisição da Linguagem Escrita); e participa ainda do Grupo de Estudo e Pesquisa em Alfabetização e Letramento (GEALI-FURG). É membra do Laboratório de Alfabetização e Práticas de Incentivo a Leitura- LAPIL-FURG. É membra da ABAlf - Associação Brasileira de Alfabetização e da ANFOPE - Associação Nacional pela Formação dos Profissionais da Educação. Possui experiência nas áreas da Educação, Alfabetização, Educação Infantil, Linguística e Formação Docente. Atualmente realiza Pós-doutorado na Universidade Federal do Rio Grande - FURG, na Faculdade de Educação, na linha de pesquisa formação de professores e práticas educativas, investigando os impasses e desafios no início da carreira docente na alfabetização.