Os desafios do ensino da leitura e escrita nos anos iniciais

Abstract

In a literate society, children relate to written language, realizing its use, characteristics and modalities, long before entering school. Learning to read means learning to read the world, to give meaning to it. The act of reading implies a transformation of knowledge, thoughts, impressions of oneself and the world, thus, reading can provide different perspectives and contribute to the development of a critical posture of the subjects. To carry out this research, a qualitative approach was used, with an exploratory character, as it allows the researcher to become familiar with the phenomenon that he intends to study. Therefore, the present research aims to understand what are the challenges and reading and writing strategies that teachers at the Onédia Pais Bentes school, in the municipality of Oiapoque (AP) faced in the pandemic period. Data collection was developed through a questionnaire with respectively 10 questions where teachers could express their opinion on the construction of the reading and writing habit with their students and the types of activities carried out in the classroom in the school space. The subjects participating in this research were two professors, both with higher education, residents of the city itself. At the end of this research, it can be concluded that reading and writing are two fundamental processes for the individual to build their own knowledge and learn to exercise their citizenship in an ethical and democratic way in different social contexts.