Alfabetização e Inovação dos Processos Formativos: dialogias em alfabetização e multiletramentos

Abstract

Literacy, as a training process, faces several challenges when confronted with innovation in education, especially in early childhood and early years. With a multiplicity of methods and approaches available, questions arise about which paths to follow. The article problematizes the contradictions between traditional practices and the search for innovation, investigating the tensions between the choice of a single method of literacy and the need for a plural education. Based on theoretical and legal references, as well as the methodology of research-training, the work discusses how the conceptions of literacy, in the view of three educators who act in the context of childhood, can be resignified to better integrate reading and writing to the social and cultural life of subjects. Through the technique of focus groups, the study points to the importance of teaching that values the critical and creative dimension of literacy. It is concluded that innovation in education requires a more attentive look to the needs of the context and the diversity of methods, focusing on a literacy that allows students to interpret and produce meaning in the (con) from the perspective of the evolution of knowledge, in a dialogical and full way.