Revisão de literatura sobre o uso do currículo Aprendendo a Ler e a Escrever em Pequenos Passos (ALEPP)

Abstract

Literacy in Brazil has historically been marked by inequalities and structural challenges. Since the imperial period, reading and writing instruction was restricted and elitist, becoming a criterion for political exclusion by the end of the 19th century. With the 1988 Constitution, elementary education became a mandatory and free right, promoting progress through public policies such as the National Education Plan (PNE) and the Common National Curriculum Base (BNCC). Despite these initiatives, educational indicators remain unsatisfactory, as shown by the Basic Education Development Index (IDEB) and the results of the Programme for International Student Assessment (PISA), which reveal performance below the international average. Research indicates that factors such as lack of motivation and inadequate methodologies impact learning. Behavior Analysis has contributed to the teaching of reading and writing, based on studies on verbal and textual behavior by B. F. Skinner, Sidman's stimulus equivalence relationship, and the Teaching Programming advocated by Carolina Bori and Fred Keller. In this context, the Learning to Read and Write in Small Steps (ALEPP) curriculum was developed by a group of researchers led in the 1980s and has proven to be a systematized teaching program that can contribute to the initial stage of acquiring reading and writing skills. This study sought to identify and analyze empirical research using the name of the teaching program - ALEPP - as a search descriptor, investigating methodological aspects and results obtained. From this, 25 studies that used ALEPP with different populations with or without a diagnosis were selected for analysis. The studies were published between 2008 and 2022 and were developed predominantly in four higher education institutions. In general, the studies demonstrated the contribution of ALEPP to the acquisition of reading and writing skills and, mainly, the application with special education audiences was discussed, aspects to improve the resource. The number of studies found should be evaluated with caution since specific descriptors were used. The importance of unifying the nomenclature and corresponding use by researchers is emphasized. The reading and writing teaching curriculum is a tool for evidence-based practices, and can benefit people at the beginning of literacy and who have difficulties learning to read and write.