Alfabetização: práticas de leitura e escrita das crianças do 1º ano do ensino fundamental da Escola Municipal Macária Giffoni de Medeiros em Florânia/RN

• Autor(a) principal: Silva, Tereza Alice de Medeiros
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42074
• topic: Alfabetização; Anos iniciais; Leitura e escrita; Prática pedagógica

The present research aims to analyze the pedagogical practices that contribute to the literacy process of the first year of elementary school in Macânia Municipal School Giffoni de Medeiros, located in Florânia / RN and justified by the reality of the failure of children in this school stage from the questions: Why are there children who do not learn? What procedure would be most feasible in the face of this challenge? What to do to overcome these difficulties? This research is characterized as bibliographical / qualitative, developed through the descriptive / reflective / exploratory method with data collection, carried out through a semi-structured questionnaire directed to the teacher and observations of the pedagogical practices carried out in the first grade class of the elementary school cited. In order to do so, we sought to base the theoretical assumptions of authors such as Ferreiro and Teberosky (1986), Nunes (2002), Soares, (2000), as well as official documents that speak of the literacy process as the Federal Constitution (1988) (BRASIL, 1990), the Law on Guidelines and Bases of National Education (BRASIL, 1996), the National Guidelines for Primary Education of 9 years (BRAZIL, 2007), National Program for Literacy in the Right Age - PNAIC (BRAZIL, 2012), among others, considering a critical view of the pedagogical practice regarding the strategies of action in the issues related to the problems of reading and writing. In the face of the work, it can be concluded that this study requires considerable reflection, since the difficulties of learning during the literacy process are not easy to overcome and that each child has his own way of presenting them. However, the importance of professional commitment, the search for continuity of studies, as well as alternative methodologies for the improvements are significant in the literacy process. And, these improvements should certainly also consider teacher mediation, classroom work, especially and with priority in the learning difficulties of children in this age group.