Eliane Peres

A supremacia da perspectiva associacionista em práticas alfabetizadoras no 1º ano do ensino fundamental de nove anos

In this paper, we aimed to present the results of a research on literacy practices carried out with first graders in a municipal public school in Pelotas, Rio Grande do Sul state, Brazil, in 2011. Methodological procedures comprised a documental analysis (LE GOFF, 1992) with ethnographical approach (COHN, 2005; GEERTZ, 2008). The studies by Soares (2001a, 2004a), Kramer (2006) and Peres (2009) on literacy were the main references for this study. Data were collected from childrens notebooks, documents regarding the 9-year Elementary School proposal issued by the Brazilian Ministry of Education and documents issued by the City Department of Education (SME). Research results showed that the literacy process routinely developed with the group of first graders under investigation does not correspond to the proposal recommended by the federal government and the Department of Education in Pelotas.

Cartilhas, pré-livros, livros de alfabetização, livros para o ensino inicial da leitura e da escrita: guardá-los e estudá-los, para quê?

Este artigo tem como objetivo principal discutir a importância da constituicao de acervos de livros para o ensino inicial da leitura e da escrita, historicamente denominados de Cartas ABC, cartilhas, livros de leitura, pre-livros, livros de alfabetizacao, entre outros. Alem disso, o intuito e discorrer sobre as possibilidades de pesquisas sobre e com esse artefato cultural, que e parte importante da vida escolar e, portanto, da cultura material da escola. A referencia para a discussao dos aspectos mencionados e a experiencia do grupo de pesquisa Historia da Alfabetizacao, Leitura e dos Livros Escolares (Hisales), vinculado a Faculdade de Educacao da Universidade Federal de Pelotas (FaE/UFPel), desenvolvida desde o ano de 2006. Atualmente, com um acervo de 1488 livros didaticos para o ensino inicial da leitura e da escrita – assim denominado para justamente abarcar as diferentes denominacoes que tal suporte foi tendo ao longo da historia –, algumas pesquisas ja foram realizadas e algumas delas sao aqui referidas. Desses livros, 1254 exemplares sao nacionais; outros 65 exemplares sao de autoria e/ou de editoras gauchas, que estao armazenados separadamente pela natureza das pesquisas desenvolvidas no referido grupo; 43 deles sao “artesanais”, ou seja, feitos por professoras ou por um grupo de docente; e, finalmente, 126 livros sao estrangeiros (produzidos em diferentes paises e varias linguas). Acredita-se que com acoes deste tipo, de guarda, preservacao e pesquisa, e possivel colaborar com a historia da educacao regional e nacional, em especial ao que se refere a historia da alfabetizacao, da leitura e da escrita. Palavras-chave: Acervos. Cartilhas. Pre-Livros. Livros de Alfabetizacao. Leitura e Escrita.

LIVRE ACESSO AO LIVRO LITERÁRIO COMO FORMA DE DEMOCRATIZAÇÃO DA LEITURA: O PROJETO DE EXTENSÃO "ESTAÇÃO DO LIVRO" (FaE-UFPel)

O artigo apresentado refere-se a um projeto de extensao iniciado em 2014 na Faculdade de Educacao da Universidade Federal de Pelotas (FaE/UFPel), pelo grupo de pesquisa Historia da Alfabetizacao, Leitura, Escrita e dos Livros Escolares (HISALES), intitulado “Estacao do Livro”. O referido projeto tem como objetivo principal proporcionar o livre acesso ao livro e a democratizacao da leitura literaria disponibilizando “pontos de livros” no saguao da Faculdade de Educacao, entre outras acoes que decorreram dessa proposicao inicial e que sao destinadas as criancas, especialmente de periferias urbanas e de escolas publicas e aos professores. Essas acoes sao: distribuicao de livros literarios, troca-troca de livros, constituicao de acervo permanente de obras infanto-juvenis e oficinas de letramento literario. O referido projeto de extensao teve origem na constatacao da dificuldade de acesso ao livro literario e a ausencia de experiencias de leitura literaria dos alunos e alunas, especialmente do Curso de Pedagogia da instituicao.

O programa do livro didático para o ensino fundamental (1971-1976)

This article aims to present the results of an investigation into the Programa do Livro Didatico para o Ensino Fundamental1 do Instituto Nacional do Livro - Plidef/INL. It was a co-edition system between the public and private sectors from 1971 to 1976. Based on the field concept of the French sociologist Pierre Bourdieu, we sought to define what the historical and social conditions were which allowed the existence of the Plidef/INL field. Data were collected from documents of the executive and legislative branches, as well as reports from national journals. The results indicate sometimes troubling relations between the Plidef/INL field and the political, literary and educational spheres of influence.

The textbook program for ensino fundamental (1971-1976)

This article aims to present the results of an investigation into the Programa do Livro Didatico para o Ensino Fundamental1 do Instituto Nacional do Livro - Plidef/INL. It was a co-edition system between the public and private sectors from 1971 to 1976. Based on the field concept of the French sociologist Pierre Bourdieu, we sought to define what the historical and social conditions were which allowed the existence of the Plidef/INL field. Data were collected from documents of the executive and legislative branches, as well as reports from national journals. The results indicate sometimes troubling relations between the Plidef/INL field and the political, literary and educational spheres of influence.

El programa del libro didáctico para el ensino fundamental (1971-1976)

This article aims to present the results of an investigation into the Programa do Livro Didatico para o Ensino Fundamental1 do Instituto Nacional do Livro - Plidef/INL. It was a co-edition system between the public and private sectors from 1971 to 1976. Based on the field concept of the French sociologist Pierre Bourdieu, we sought to define what the historical and social conditions were which allowed the existence of the Plidef/INL field. Data were collected from documents of the executive and legislative branches, as well as reports from national journals. The results indicate sometimes troubling relations between the Plidef/INL field and the political, literary and educational spheres of influence.

AS DISPUTAS EDITORIAIS NO CAMPO DO PROGRAMA DO LIVRO DIDÁTICO PARA O ENSINO FUNDAMENTAL DO INSTITUTO NACIONAL DO LIVRO - PLIDEF/INL (1971-1976)

This article analyses the disputes involving the Textbook Program for Elementary Education of the National Book Institute - Plidef/INL - and the publishing market during the years 1971 and 1976. For this purpose, the theoretical field framework of Bourdieu (1989, 1994, 1997, 2003) was used. The data were collected in government and school documents, articles in periodicals, and textbooks. The results indicate the presence of thirty-six publishing houses in the Program; however, only nine published more than 70% of titles. The results also identify various strategies employed for dissemination of the books, such as free distribution, promotional contests, and completion of training courses for teachers.

THE EDITORIAL DISPUTES IN THE FIELD OF THE TEXTBOOK PROGRAM FOR ELEMENTARY EDUCATION OF THE NATIONAL BOOK INSTITUTE - PLIDEF/INL (1971-1976)

This article analyses the disputes involving the Textbook Program for Elementary Education of the National Book Institute - Plidef/INL - and the publishing market during the years 1971 and 1976. For this purpose, the theoretical field framework of Bourdieu (1989, 1994, 1997, 2003) was used. The data were collected in government and school documents, articles in periodicals, and textbooks. The results indicate the presence of thirty-six publishing houses in the Program; however, only nine published more than 70% of titles. The results also identify various strategies employed for dissemination of the books, such as free distribution, promotional contests, and completion of training courses for teachers.

LAS DISPUTAS EDITORIALES EN EL CAMPO DEL PROGRAMA DEL LIBRO DIDÁCTICO PARA LA ENSEÑANZA FUNDAMENTAL DEL INSTITUTO NACIONAL DEL LIBRO - PLIDEF/INL (1971-1976)

This article analyses the disputes involving the Textbook Program for Elementary Education of the National Book Institute - Plidef/INL - and the publishing market during the years 1971 and 1976. For this purpose, the theoretical field framework of Bourdieu (1989, 1994, 1997, 2003) was used. The data were collected in government and school documents, articles in periodicals, and textbooks. The results indicate the presence of thirty-six publishing houses in the Program; however, only nine published more than 70% of titles. The results also identify various strategies employed for dissemination of the books, such as free distribution, promotional contests, and completion of training courses for teachers.

Títulos de livros para o ensino da leitura e da escrita como projeto enunciativo (1950-2006)

The main objective of this paper is to introduce and problematize the titles of some books that aim at the first steps of teaching how to read and write by pointing out some recurrent and expressive words in a set chosen for analysis. The books under analysis belong to the research group named HISALES (Historia da Alfabetizacao, Leitura, Escrita e dos Livros Escolares), which studies the History of literacy, reading, writing and textbooks at the Universidade Federal de Pelotas, located in Pelotas, RS, Brazil. The theoretical-methodological references are based on studies carried out by the Bakhtin Circle and the analysis ranges from the 50’s to the mid-2000’s. The study shows that these book titles indicate the meanings attributed to the literacy process and the expectations not only regarding what reading and writing is, but also concerning the process of becoming literate in different historical moments.