| 1 |
SUBJECTS |
⯈ Learning subjects are concrete, historical, culturally and socially constituted.
⯈ The perspective of the child is also accepted in pedagogic practices, and not only that of the adult. This change of perspective has expanded the understanding of how the alphabetical principle and other writing-related knowledge come to be known and used by children. It also considers what they know and can do, rather than what they cannot do or do not know how to do.
⯈ Attention is given to who they are, and not to who they might or should be. |
| 2 |
LANGUAGE |
⯈ A constitutive activity which is made and remade by subjects towards Others, i.e. in the ethical perspective of alterity (GOULART, 2001GOULART, C. M. A. Letramento e polifonia: um estudo de aspectos discursivos do processo de alfabetização. Revista Brasileira de Educação, São Paulo, n. 18, p.5-21, set./dez, 2001.). |
| 3 |
ALPHABETICAL
SYSTEM
|
⯈ The alphabetical system is learned in an enunciative context, but this is not a frame for teaching. The so-called phonic aspect of writing cannot be taught in isolation from the other dimensions in the process of literacy.
⯈ Linguistic "consciousness" is not a precondition for reading and writing. This "consciousness," in its different manifestations, is developed by means of significant activities, with texts, highlights and interventions by the teacher, and learners themselves. |
| 4 |
GRAMMAR /
LINGUISTIC VARIATION /
LINGUISTIC ANALYSIS
|
⯈ The grammar of the language must be seen as a system open to a multiplicity of choices by the subjects - in the plural.
⯈ The internal aspects of structures and of the linguistic systems must be seen in dynamic and complex relation with the aspects that characterize them externally. |
| 5 |
SPEECH GENRES
|
⯈ In the dynamics of the classroom, children, feeling recognized as persons, assert themselves, speak their own words. They talk about what they know, indicate the speech genres they know, and open themselves to new appropriations. |
| 6 |
PROCESSES OF
LEARNING
|
⯈ Processes that children experience to understand how writing is organized and materialized, both from the formal point of view and from its social-political dimension imply a great complexity of knowledge.
⯈ In the process of learning, children integrate imagination, reality, home, school, street, fear, courage to knowledge, circulating freely among knowledge, feelings, and sensations.
⯈ The challenge to creativity and to critical learning is fundamentally important. |
| 7 |
RELATIONS OF
TEACHING |
⯈ It is important to recognize, from the very beginning, the citizens that children are and the knowledge they have.
⯈ The educational work must be contextualized in the realm of different languages / social knowledge; as well as in the realm of written culture, with its products and practices.
⯈ Gathering the dialogism pertaining to discourses produced in the classroom allows us to know children better and to open spaces so they can also know themselves and expand their own knowledge.
⯈ Classrooms need to be characterized by heuristic procedures in which teachers and children do not stop looking for the new forms of knowledge and new actions.
⯈ The focus of the pedagogic work is assisting the processes of learning and their productions, understanding what children know.
⯈ The processes of learning and teaching need wide dialogical and dialogized spaces, so that arguments of several types may rise, such as the inductive, of the symbolic kind, which is based on habits, without a constrictive relation between premise and conclusion, and characterized by repetition and identity; the deductive, of the indicial kind, in which the conclusion derives from the premises; and the abductive, of the iconic kind, highly dialogical, implicating an wide space for invention and for errors. |
| 8 |
THE PERSPECTIVE
OF CHILDREN |
⯈ Children become readers and texts producers not only in verbal, oral and written, language, but also in other forms of expression, such as painting, visiting the works of great painters; sculpture; cinema; theater; music; dance, among others (GOULART, 2005GOULART, C. M. A. et al. Processos de letramento na infância: modos de letrar e ser letrado na família e no espaço educativo formal. Relatório final de pesquisa. Universidade Federal Fluminense, Faculdade de Educação, CNPq: Niterói, 2005.).
⯈ Learning reading and writing from texts - and based on them -is reinforced by the possibility of children to dive into the meanings of what they read, and to invent new meanings for the texts they write, by means of heurist, activities as intellectual movements to deal with demands implicated by objective learning situations.
⯈ With good interventions by teachers and also by classmates, children acquire more knowledge and at the same time learn the functions of writing, distinguishing and manipulating the relation between sounds and letters, among other distinctions (GOULART et al, 2005GOULART, C. M. A. et al. Processos de letramento na infância: modos de letrar e ser letrado na família e no espaço educativo formal. Relatório final de pesquisa. Universidade Federal Fluminense, Faculdade de Educação, CNPq: Niterói, 2005.). |
| 9 |
THE PERSPECTIVE
OF TEACHERS |
⯈ To consider children as readers and producers of texts, from the perspective of what they already are and the potential they have.
⯈ To make children feel they can, that they should dare, take risks, so that they are recognized as capable and allow themselves to change places with teachers, speaking, exposing their knowledge, talking.
⯈ To move towards the others, to assert ourselves and to be recognized as educators committed to the ethical, human sense, of our profession.
⯈ To take on the role of teaching writing, of proposing questions, revisions, rewritings, of discussing limits and means for children's productions.
⯈ To have no fear of strange writings which children very often produce or weird interpretations and readings they could propose. (GOULART, 2019, pp.33-36GOULART, C. M. A. Para início da conversa sobre os processos de alfabetização e de pesquisa. In: GOULART, C. M. A., GARCIA, I. H. M.; CORAIS, M. C. (orgs.). Alfabetização e discurso: dilemas e caminhos metodológicos. Campinas, SP: Mercado de Letras, 2019. p.13-45.) |
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