CHALLENGES IN HIGH SCHOOL STUDENTS' READING AND WRITING: IDENTIFICATION AND INTERVENTIONAL STRATEGIES

Abstract

A large portion of high school students present reading and writing difficulties, which are easily identifiable during the ENEM essay classes. In this regard, we were motivated to explore this issue, so that we could identify the causes of these difficulties and intervention strategies to mitigate the problem. We conducted an extensive bibliographic research in selecting theories among which we highlight the following authors: SOARES (1986; 2009), FREIRE (1970; 1982) and LIBÂNEO (1990). It also made it clear that it is necessary to consider the entire sociocultural context in which the student is inserted so that the pedagogical practice of teaching reading and writing does not stray from the student's reality. This study, after all, demonstrated that the problem of reading and writing difficulties among high school students is imminent and requires the attention of everyone involved in the process, especially educators, and that intervention strategies must be identified and applied in the classroom.