A leitura e escrita no 5º ano do ensino fundamental: desafios e perspectivas

Abstract

The research presents a management case discussing the gap in reading and writing skills among students upon completing the early years of elementary education. This study aims to investigate measures that can be adopted to prevent students from finishing this phase without being able to read and write. The overall objective is to understand the causes of reading and writing difficulties faced by some students at the end of the early years of elementary education at Professor Teodoro Coelho State School. We observed a considerable number of students (23%) reaching the end of the early years of elementary education without mastering these skills. The study outlines descriptive, analytical, and proactive objectives: describing the reading and writing difficulties that students at the school encounter upon completing the early years of elementary education, using results from Basic Education Assessment System (Saeb) and Minas Gerais Public Education Evaluation and Equity System (Simave) assessments as well as internal spreadsheets with reading and writing diagnostics; analyzing what has caused these reading and writing difficulties among 5th-grade students; proposing possible solutions to minimize reading and writing difficulties among students in the early years of elementary education. The reading and writing gap is discussed, evidenced through external assessments in Portuguese language for 5th graders, as well as internal school data such as analysis of spreadsheets and a dictation exercise conducted in 5th-grade classes. Essential guiding concepts for literacy processes are presented, including literacy methods, literacy and literacy education, and Emilia Ferreiro and Ana Teberosky's proposed stages of writing. The research adopts a qualitative methodological approach, utilizing primary and secondary data, including interviews with 1st and 2nd-grade teachers, 5th-grade teachers, school administrators, and educational specialists. The theoretical analysis is grounded in authors such as Carvalho (2005), Ferreiro and Teberosky (1999), Lemle (2000), Smolka (1988) and Soares (2003; 2014; 2016; 2020), providing pedagogical approaches to address reading and writing difficulties during the literacy process. The field research instrument used was semi-structured interviews with nine school professionals, including teachers, an educational specialist, the school principal, and vice principal. Based on the interview analyses, an Educational Action Plan was developed with three main actions to minimize students' reading and writing difficulties in the early years of elementary education: (1) strengthening the FamilySchool relationship with bi-monthly meetings to improve communication and encourage parental involvement in their children's school lives; (2) enhancing teacher training with workshops in the first semester on literacy methods, literacy, and stages of writing; (3) facilitating systematic consultations by the educational specialist with teachers weekly to analyze diagnostic data and develop personalized teaching strategies.