O problema do baixo domínio na leitura e escrita no Brasil: análise de metodologias e práticas pedagógicas do cotidiano escolar

• Autor(a) principal: Melo, Silmara Francisca dos Santos de
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/7571
• topic: Ensino fundamental; Ensino e aprendizagem; Leitura e escrita; Baixo domínio; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM

This study is the result of a research carried out for Course Completion Work (CBT) and its general objective is to understand the causes of the low domain of reading and writing existing in many people who are in the final years of school or who have already completed their studies. Thus analyzing the practices and methodologies of the early years of elementary school when understanding that it is the stage of acquiring these skills. Having research as a scenario, at the Municipal School of Basic Education Irmã Dulce, in the city of Delmiro Gouveia - AL. The target of the research was a teacher, who allowed to answer some questions in relation to the teaching and learning of reading and writing, thus, the research field analyzed the practices and methodologies that the educator performed and performs during her experience as a teacher. The work seeks to contribute to the identification of the causes of the problem in question, the low domain in reading and writing, about where it arises, having no purpose in the researched school, but understanding the problem in general in the country from practices and methodologies in the scenario of public education. To achieve the objective, a bibliographical survey of authors in the field of literacy and literacy was necessary, such as: KOCH (2012); FERREIRO and TEBEROSKY (1999); SOARES (2012); FREIRE (2006; BAGNO (2001); KLEIMAN (2012); CAGLIARI (2009) among others, in order to articulate a discussion about the problem, seeking and analyzing evidence to arrive at possible answers. The data from the evaluations were also used. country, such as: National Literacy Assessment - ANA, through official reports, followed by field research at the aforementioned school, where a questionnaire was applied with open questions for the chosen teacher. of the evaluative data of the level of performance through external evaluations together with the field research, showed that the problem in the low performance of students in reading and writing, is not a problem in which it is found in only one factor, but, the from a set, which in this case, is the lack of commitment and participation in education by teachers, managers and family.