ALPHABETIZATION CONCEPTIONS AND PRACTICES SEEN THROUGH SCHOOL NOTEBOOKS

Abstract

In this article, first-graders' notebooks are analyzed, in order to understand alphabetization conceptions and practices. Initially, we worked with 49 notebooks from 1990 and 2000 and divided them into two groups: one constituted by 29 of them which keep the "syllabic method" "tradition" in its most publicized configuration and the other one composed by 20 notebooks whose proposal represents a rupture with such "tradition". During the methodological refinement, we decided to problematize three notebooks, specifically. We chose those ones because we considered them "exemplar" and indicators of alphabetization conceptions and practices which are different in the same period, the post-"conceptual revolution" period. It is possible to say that at least three different perspectives of alphabetization were current in the classrooms where those notebooks were used: the first one,a work whose base is the "syllabic method", in its most strict configuration; the second one, which we call intermediate and represents the "rupture" with the syllabic tradition, but does not leave it totally; and the third one, an alphabetization process through texts.