ALFABETIZAR COM SENTIDO E SIGNIFICADO: REFLEXÕES SOBRE UMA PRÁTICA HUMANIZADORA NO INÍCIO DA ESCOLARIZAÇÃO

Abstract

The present study aims to investigate humanizing literacy as an approach that understands writing as a social, cultural, and mediating practice of human relations. We adopted a qualitative and exploratory research design, based on bibliographic analysis, documents from the Humanizing Literacy Center (NAHum), and semi-structured interviews with researchers Dagoberto Buim Arena and Stela Miller. The study analyzed how this perspective can be incorporated into current teaching practices and what contributions it offers to the teaching of reading and writing in the early years of schooling. The results indicate that humanizing literacy contrasts with traditional methods focused on decoding, as it values meaning, the social function of texts, and children’s authorship. We highlight that pedagogical practices involving real genres, collective writing projects, and attentive listening promote autonomy, engagement, and critical understanding, strengthening bonds between school, family, and community. As limitations, we point out the absence of classroom observations and the small number of participants. For future research, we suggest expanding the investigation to different school contexts. We conclude that to teach literacy in a humanizing way means to form critical and culturally participatory subjects.