Leitura e escrita: desafios do trabalho docente em uma escola pública do município de Aurora-TO

Abstract

In the early years of elementary school, children are expected to develop and consolidate fundamental skills and competencies in reading and writing, but there are a number of aspects that interfere positively or negatively in this process. The general objective of this study was to understand, from the perspective of literacy teachers, what were the greatest difficulties in reading and writing presented by children in 1st and 2nd grade classes of elementary school, in the city of Aurora do Tocantins. We also intended to discuss the importance of reading and writing in the literacy process; investigate the most recurrent difficulties in reading and writing presented by children, according to the teachers; learn about the strategies and procedures adopted by the teachers and the school so that children could advance in the literacy process, that is, what were the intervention proposals implemented by the institution. In this study, we bring contributions from authors such as Soares (2014), Bicalho (2014), Freire (1989), Ferreiro (1992), Perrenoud (2002), Luckesi (2012) and others. This work is justified by the fact that reading and writing skills are fundamental in human life, so that they can appropriate written language, recognizing it as a form of interaction, building knowledge and using it to expand their participation in society, as recommended by the BNCC. This is a qualitative research approach, which involves data collection through field research based on interviews with teachers of the 1st and 2nd grades of Elementary School. The results of the research reveal that the teachers identify difficulties in reading and writing, but do not delve into this discussion, indicating that the solution to these problems must involve specialized professionals, such as psychologists, psychopedagogues and speech therapists, in addition to more effective work by the pedagogical coordination. The presence of other professionals in the school is also a demand made by them, in order to alleviate the work overload caused by the full- time regime, thus sharing the responsibilities of teaching children to read and write.