THE CHALLENGES OF LITERACY IN THE 1ST YEAR OF ELEMENTARY SCHOOL

Abstract

This study aims to investigate the challenges of literacy and reading comprehension in the first year of elementary school. The methodology adopted was qualitative, consisting of interviews with two teachers, designated P1 and P2, from a municipal school located in the municipality of Escada-PE. To support the development of this work, we used authors such as Magda Soares (2004) and Ferreiro and Teberosky (1999). The results reveal that literacy and reading comprehension are inseparable processes, highlighting the importance of paying close attention to the individuality of each student and their difficulties. Furthermore, it emphasizes that teacher training is essential for promoting a dynamic and participatory learning environment, in which teaching resources act as facilitators of learning. In this context, the need for the use of different pedagogical strategies, articulating theory and practice, which must go hand in hand in the educational process, is highlighted. The final considerations indicate that teaching practice plays a fundamental role in the construction of knowledge and the integral development of students. Therefore, it becomes essential for teachers to adopt innovative practices capable of promoting meaningful, critical, and reflective learning.