Alfabetização em São Paulo (1970-1985): um estudo das diretrizes curriculares elaboradas pela Secretaria de Estado da Educação

Abstract

This work focus on understanding the grants provided by the Secretaria de Estado de Educação de São Paulo to guide literacy practices in the first grade of elementary school in that State between 1975-1985. The theoretical approach is the concept of history created by Marc Bloch and prepared by Le Goff. It constitutes as a documentary research. The research corpus consists of documents produced by the Secretaria de Estado da Educação de São Paulo which achieved the resources to guide the learning process of reading and writing in the first year of primary school in the 1970s and 1980s. This paper also analyzes the grounds of literacy, language and psychological concepts that guide the analyzed documents, it identifies and characterizes the eclectic method as recommended for the completion of the educational proposal. It discusses the proposed work for the preparatory period, identifies literacy methods which best match the proposal and investigates the standards for working with the keywords and key syllables. It concludes that even though the majority of children in school, the rates of illiteracy and functional illiteracy remain high, despite of national and state education efforts that supposedly targeted the quality of education.