O desafio de alfabetizar alunos com defasagem em leitura e escrita nos anos iniciais do ensino fundamental de uma escola mineira

Abstract

This dissertation examines the challenges encountered by students during the early years of elementary education at an state institution in Minas Gerais. These students struggle to consolidate essential reading and writing skills, persisting in this learning difficulty throughout their academic trajectory. This situation may worsen over time if individualized support is not provided to children who fail to progress in their understanding of the alphabetic writing system in the absence of appropriate monitoring and effective interventions. Given this context, the primary objective understands the main challenges related to reading and writing faced by students at Estrela do Futuro State School, in Juiz de Fora, Minas Gerais. Furthermore, this work aims to achieve the following specific objectives: (i) to describe the context of Estrela do Futuro State School and examine its approach to addressing educational challenges related to the delayed literacy acquisition of specific student groups; (ii) Analyze the results of the evaluations of students at the Estrela do Futuro State School in the initial and complementary cycle of literacy; (iii) Propose an action plan aimed at mitigating the possible reading and writing difficulties encountered.For this purpose, this research is based on the concepts of equity and diversity (Ambrosetti, 1999; Seabra, 2009; Soares, 2005; Poker, 2018; Peregrino, 2010 e Lopez, 2005), literacy and literacies (Soares, 2020; Lemle, 1988; Smolka, 1993; Tfouni, 2006; Parisotto; Rinaldi, 2016; Mollica et al., 2012; Mollica; Leal, 2012; Bortoni-Ricardo; Sousa, 2006; Bortoni-Ricardo; Machado; Castanheira, 2010; Santos, 2012), as well as pedagogical management, educational planning, and school curriculum (Libâneo, 1994; Lück, 2009; Burgos; Canegal, 2011; Brooke; Rezende, 2020). The study was based on a qualitative methodological approach, utilizing the following research instruments: a talking circle conducted with teachers, a semi-structured interview with the pedagogical supervisor, the Specialist in Basic Education (EEB) involved in the literacy acquisition process, and a reading and writing protocol for the early years of schooling with the aim to facilitate an understanding of students' development in these fundamental competencies and to identify areas of learning gaps. Accordingly, an Educational Action Plan was developed, outlining proposals aimed at addressing the challenge of ensuring literacy acquisition for some of these students while also encouraging the development of new initiatives to enhance the teaching and learning process within the school.