PERCEPÇÃO E AÇÕES DE PROFESSORAS E COORDENADORAS DE UMA ESCOLA PÚBLICA DIANTE DAS DIFICULDADES DOS ESTUDANTES DO 3º ANO DO ENSINO FUNDAMENTAL I PARA ADQUIRIR HABILIDADES NA LEITURA E NA ESCRITA

Abstract

The literacy cycle is one of the most important phases of a student's school life, as it is during this school period that the child must acquire the skills inherent to reading and textual interpretation in order to acquire new knowledge in subsequent grades. It is a fact that many Brazilian public schools still have a high number of students who have grade/skill distortions and this reality negatively influences the school life and learning of these students, so it is necessary to know to change this reality. In this context, the objective of this study is to describe how the pedagogical team of the Mãe Rainha Municipal Education Center understands its position in the face of the learning difficulties in reading and writing of 3rd year students and what actions have been developed to overcome these difficulties. For this, a field study was developed in a public school located in Riacho das Almas-PE. Data collection took place through questionnaires and the survey included coordinators and teachers of the literacy cycle. It was found that the teachers and coordinators who participated in the study understand their important role and responsibilities with the development of actions that can reverse the situation of learning difficulties in reading and writing of students and among the actions that are developed by the pedagogical team, it can to highlight: survey, development of pedagogical strategies, observations, monitoring of individual and collective learning, assessment of school performance, use of methodologies to reverse learning difficulties, develop projects that can be applied in school, for this it is essential to know in depth the audience served, the difficulties faced by this audience, the challenges that may arise during the process, reflect, plan and develop strategies that can favor individual and collective learning