LITERACY AND LITERACY IN THE 2 YEARS OF ELEMENTARY SCHOOL: THE IMPORTANCE OF PEDAGOGICAL SUPPORT IN STRENGTHENING READING AND WRITING

Abstract

This article aims to analyze the teaching practices and actions developed in the pedagogical support for literacy and literacy development of second-grade students at Professora Consuelo Amora Elementary School, Fortaleza. Therefore, we based this research methodology on qualitative research, given the need for analysis and reflection by the participants, anchoring it in bibliographical and field research, and semi-structured questionnaires. The results demonstrated the use of concrete materials, such as mobile alphabets, syllabaries, educational games, texts, and short productions, to develop reading and writing skills among the students. The activities were developed and planned according to the individualities, specificities, and levels of each student or group. We conclude that the results indicate satisfactory and playful development of the literacy and literacy processes. The children supported by the pedagogical support showed rates of over 75% improvement in reading fluency, 65% in sentence construction, and 60% in the production of short texts. Reinforcing the need to expand policies focused on similar pedagogical actions (with multidisciplinary support) as a tool for strengthening learning.