Os desafios de alfabetizar os alunos do 6º ano do ensino fundamental

Abstract

This dissertation was developed under the Professional Masters Program in School Management and Evaluation of Public Education (PPGP) from the Center of Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd /UFJF). . Its main objective is to map these lags the reading and writing lags from the students of the 5th grade of elementary school who reach the 6th grade at a State School in the State of Minas Gerais and propose actions to reduce these difficulties in a way such as these students can successfully continue their studies. The theoretical reference has brought authors who discuss literacy skills as well as reading and text genres such as: Tfouni (2010), Soares (2003), Kleimam (1995), Leffa (1999), Marcuschi (2007), Lerner , among others. It also presented a brief report of the public policies implemented by the federal and state governments aiming at literacy in the right time. A diagnostic evaluation was carried out with the 6th grade students and a questionnaire was applied to the teachers of that year and to the Educational Supervisor in order to identify the main difficulties presented by the students and what teachers have done to solve them. Through data analysis we noticed that very little has been done to minimize the problems of lags in reading and writing as it was not verified an effective work of reading and writing with the various text genres. Faced with this observation an Educational Action Plan is proposed, presenting several actions seeking a differentiated work of reading and writing, supervised by the pedagogical team that must be worked by all the 6th grade teachers