Contribuições do CONBALF nas discussões sobre alfabetização e letramento no país

Abstract

Literacy instruction has been a major challenge faced by teachers in Brazilian public schools. Recent research by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (2023) reveals that only 56% of children in public schools were literate by the end of the second year of elementary education, highlighting persistent gaps in the schooling process. In this context, this dissertation aims to analyze the contributions of the papers presented at the Congresso Brasileiro de Alfabetização (CONBALF), in its 2021, 2023, and 2025 editions, to the understanding of contemporary issues in literacy and literacies, in light of the work Alfaletrar, by Magda Soares. The specific objectives include: conducting a systematic survey of academic productions in the conference proceedings; categorizing and analyzing these works into three axes (conceptions, policies, and practices); and identifying convergences and tensions between the studies and the adopted theoretical framework. This is a qualitative study, characterized as a bibliographic review, grounded in the theoretical contributions of Magda Soares. Data analysis was carried out through Content Analysis, according to Laurence Bardin (2011), based on the organization of the corpus into analytical categories. The results highlight the complexity of the literacy process in everyday school contexts, underscoring the need for practices that articulate the writing system with its social function. As an outcome of the data, an educational product is presented, designed as a continuing education course for literacy teachers.