DIFICULDADES DE LEITURA E ESCRITA NO PROCESSO DE ALFABETIZAÇÃO

Abstract

This dissertation, presented as a partial requirement for obtaining the title of Master in Education, is linked to the Education, Culture, Theories and Pedagogical Processes Research Line of the Graduate Program in Education, Inhumas’ College – FacMais, has as its theme “Difficulties of reading and writing in the literacy process”. The problem that led to the investigation carried out for the elaboration of this dissertation was: how does the literacy teacher explain the child's difficulty in acquiring reading and writing in the literacy process? In answering this question, the general objective that we intended to achieve was to clarify the literacy concepts and pedagogical practices of literacy teachers with students who have learning difficulties in the process of acquiring reading and writing. In spite of that, the most central categories of analysis were development, learning, literacy and literacy, having as reference the writings of Piaget (1976; 1979; 1983) , Vygotsky (1979; 1991; 1999), Smolka (1999), Magda Soares (1998; 2001;2008;) , Emília Ferreiro (2001;2004;2006), which address these themes. We opted for the conceptual-analytical method, since concepts that could contribute to the construction of a scientific analysis of the object under study were used, using qualitative research as a methodological procedure, through bibliographical research and field research. The field research, carried out for data collection with literacy teachers, had the questionnaire as a data collection instrument. The bibliographic research was carried out in the Capes Journal, Theses and Dissertations Repository, - Brazilian Journal of Pedagogical Studies – RBEP, in the Brazilian Literacy Journal - ABAIF and in the Academic Week Scientific Journal. From the analysis of the collected data, it was concluded that it is necessary to reflect individually and collectively in the search to adjust the pedagogical praxis to the educational needs of children in the literacy process. Continuing education of teachers and public policies that provide modified, differentiated and diversified pedagogical practices is a condition for the school to fulfill its purpose of educating everyone, especially those who have difficulty learning in the process of acquiring reading and writing.