PROPOSAL FOR CONTINUOUS TEACHER TRAINING WITH STRATEGIES TO IMPROVE READING COMPREHENSION AND WRITING IN PORTUGUESE LANGUAGE OF 2ND GRADE ELEMENTARY SCHOOL STUDENTS – EARLY YEARS

Abstract

This article aimed to present a proposal for continuous teacher training, focusing on strategies to improve reading comprehension and writing in Portuguese Language for 2nd grade students in Elementary School – Early Years. The study was developed through bibliographic research, of a qualitative nature, based on books, scientific articles, and official documents that discuss literacy, reading practices, and teacher education. The results indicated that there are still significant gaps in initial teacher training, mainly due to curricular fragmentation and the lack of practices that articulate theory and school reality. It was also evidenced the importance of continuing education as a space for updating, reflection, and collective construction of innovative methodologies. The literature analyzed highlighted the relevance of practices such as shared reading, phonological awareness, work with different textual genres, and encouragement of creative writing as effective strategies for language development in the early years. It is concluded that continuous teacher training can be a promising path to face the challenges of literacy and promote more meaningful, inclusive, and transformative learning, ensuring children’s right to quality education from the very beginning of schooling.