Representações sociais de professoras dos 1º e 2º anos do ensino fundamental acerca do letramento

Abstract

This research is the result of an investigation carried out as part of a scientific initiation and aims to identify the social representation of teachers who teach in the 1st and 2nd years of elementary school about literacy, in order to contribute to studies of the Theory of Social Representations as well as literacy and literacy. With a qualitative approach, it consists of a bibliographical and field research study whose locus is three municipal schools located in the urban area of the city of Mossoró. The choice of classes and their respective teachers took into account the fact that in the 1st and 2nd years the focus of pedagogical practice is literacy from the perspective of literacy. Nine teachers took part in the study. The instrument used to produce the empirical data was the Free Word Association Technique, which was analyzed using the content analysis technique (Bardin, 2011). The findings of the research show that the social representation of literacy is based on four categories: attributes of pedagogical practice, attributes of the skills required for literacy, attributes inherent to literate practices, and attributes that refer to the inseparability of literacy. The results reveal elements that point to a social representation of literacy characterized as the ability to know how to read, write and interpret, as being necessary for the so-called literate individual.