Theoretical-methodological conceptions and pedagogical-curricular propositions for literacy: epistemological concorrences and interdiscursive relationships

• Grant number: 22/01844-7
• Support Opportunities: Regular Research Grants
• Duration: June 01, 2022 - May 31, 2024
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Emerson de Pietri
• Grantee: Emerson de Pietri
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Cláudia Valentina Assumpção Galian ; Fernando Rodrigues de Oliveira ; Márcia Cristina Romero Lopes

Abstract

The research is guided by the objective of knowing the effects produced by the co-occurrence/competition between distinct epistemological bases in the forms of constitution of theoretical-methodological proposals and pedagogical-curriculum propositions of literacy produced in the country since the 1980s. The processes of maintenance, refusal, exclusion, (re)appropriation and/or denial of themes, objects, instruments, and teaching and learning strategies, in interconstitutive relations that are established between discourses on the teaching and learning of reading and writing in its early stages, are the object of the research. The guiding hypothesis of the data production and analysis is that, in the production of innovative literacy conceptions and practices, the academic-scientific and pedagogical-curricular proposals for renewal in the processes of language teaching and learning are rearranged by the semantic rules of the discursive and ideological bases in which these proposals are constituted, configuring specific modes of recourse to historical memory to which they respond in their constitution processes. The interdiscursive relations are observed as a function of the specificities established in the relations between epistemes in determined socio-historical conditions and as a function of specific ideological formations. The data will be produced and analyzed according to theoretical and methodological principles of the French Discourse Analysis, seeking to identify, characterize and categorize, in the documents that compose the material of analysis, the relations established between academic, pedagogical and official discourses, in the production of literacy proposals. The analysis includes theoretical and methodological proposals on literacy; pedagogical and curricular reference texts; instructional materials for the initial and continuing education of literacy teachers; didactic materials for the teaching and learning of reading and writing in its initial phases. Results are sought that will contribute to the production of knowledge about literacy in light of the disputes that have historically characterized this field in Brazil, specifically, and, more broadly, in relation to control mechanisms guided by principles of standardization associated with policies of linguistic unification proper to the constitution of nation-States since modernity and still. (AU)