Por que alguns alunos chegam ao 6º ano do Ensino Fundamental sem saber ler e escrever?

Abstract

This dissertation has as main question and objective to know the reasons that lead the students to not be able to become literate in the first three years of schooling and to reach the 6th year of Elementary School without reading and writing. Assuming that literacy is a construction that takes place in the interpersonal relations, mediated by language, this dissertation seeks, in the discourse of the students and teachers of the initial years of Elementary School, the meanings attributed to literacy and literacy. For this, this study is theoretically based on the conception of language as a constituent of consciousness and space of social interrelations, having as main theoretical contributions the studies developed by Lev Seminovich Yygotsky on the phenomenon of language and mediation and the studies developed by Mikhail Bakhtin. In addition to these theorists, they are interlocutors who deal specifically with literacy, reading and writing as Soares, Kleiman, Mortatti, Cagliari, Schapper, among others. The historical-cultural perspective guided the research procedures and the analyzes developed on the empirical material produced in the observation of the 3rd year of elementary school and activities in the dialogues with the students in a situation of commitment of learning of the 3rd and 5th years of Teaching Fundamental. From the analysis, it was concluded that the students of these two levels of education are far below the desired level, being clear and evident the lack of commitment of the school itself in the conduct of the educational process, being that the school alone Not being able to do a good job, needs the help of families, management and teachers. It was observed that teachers are involved, but the excessive number of students per class prevents them from making a more intense intervention. These students will reach EF's 6th year the way they are. It is up to the school leadership, to give the endorsement to change this reality with an extraclass intervention project and with the support of the family so that this cycle breaks down and that the children have their school life normalized.