Os discursos de alfabetização que circularam no Mato Grosso do Sul por meio de livros didáticos nas décadas de 1980 e 1990

Abstract

This dissertation has as its central theme the literacy discourses of the 1980s and 1990s in the state of Mato Grosso do Sul (MS). The general objective is to understand how literacy discourses are represented in the textbooks distributed in public schools in MS in the 1980s (second half) and 1990s. The specific objectives are to identify the literacy discourses present in the textbooks of that time and understand how the textbook, through the activities proposed in its pages, collaborated or not with the consolidation of the psychogenetic discourse of working with language. To understand the object of study, the investigation is based on the theories of Cultural Studies. The methodology used is qualitative, documentary research, analyzing four literacy books that were distributed in the 1980s and 1990s in MS. After analyzing the materials, it can be concluded that the second half of the 1980s and the 1990s marked a discursive effervescence regarding the best way to teach in the MS, showing a discourse of resistance, marked by the old literacy methods, and a discourse considered innovative, characterized by materials based on psychogenetic conceptions of the written language. Thus, we believe that the books developed within a constructivist perspective ended up subjectivizing teaching practices, presenting a new way of organizing activities, didactic work, and how to work with the literacy process, being an important cultural artifact in the implementation and consolidation of the constructivist discourse in the MS.