READING DIFFICULTIES: A STUDY IN THE FIRST CYCLE/THIRD STAGE OF PRIMARY EDUCATION AT A STATE SCHOOL IN THE STATE OF MATO GROSSO

Abstract

The work described above is part of a Master's research project in Educational Sciences at the Universidad Columbia Del Paraguay (UCP). The objective of this research was to understand the various factors that can positively and/or negatively impact the process of acquiring and developing reading skills in a state school in the state of Mato Grosso, specifically in the 1st cycle/3rd phase. In this respect, the research involved the participation of school management and teachers in order to identify aspects that may facilitate or hinder the learning process of students in the 3rd phase of the 1st cycle of the aforementioned school in the municipality of Nova Xavantina-MT. To achieve this qualitative methodology, the study also included bibliographic research with the application of a structured questionnaire administered to only six teachers and two administrators. This allowed for direct visits to relevant locations, accepted by the administration and teachers, facilitating observation of the contexts and situations involved in the learning aspect, specifically in the first cycle of the third phase of reading for students at the school studied. Aligned with this methodological approach, authors such as Mello & Miller (2008); Sisto (2010); Cagliari (1998); Solé (1998); Vygotsky (1998); Soares (2016); Freire (1989); Ferreiro (2001); Parolin (2002); Martins (1994) and Strick (2001) discuss the difficulties in reading learning in this cycle. Or rather, emphasizing the evidence gathered during the on-site visits. From this same perspective, Mello & Miller (2008) point out that when a child is not ready for learning, they need in-depth training, as this training is often due to experiences of failure in the first cycle/third phase of elementary education. Even so, they affirm that it is essential that this learning occurs appropriately, providing situations in which students can listen to readings, draw, listen to music and texts, and engage with literature. Sisto (2010) adds that in Brazil there is a large number of children who do not become literate in either the first or second grade. In turn, Solé (1998) argues that reading is a process of interaction between the reader and the text. Along these lines, Vygotsky (1998) highlights that language, in its oral dimension, is the main instrument of symbolic mediation between the individual and the world, being crucial for the development of higher psychological functions, among which is reading. In this sense, Soares (2016) argues that literacy cannot be understood in isolation from the development of orality. In turn, Freire (1989) adds that reading the world precedes reading the word. To complete this dialogue with (Solé, Vygotsky, Soares, and Freire), we refer to Ferreiro (2001) when he emphasizes that the child is an active subject in the process of acquiring written language, and that oral experiences lived in the family and school environment function as cognitive anchoring for the construction of meanings present in texts. Thus, the more diversified the child's oral contact with language, the greater their possibilities of attributing meaning to what they read. Above all, Martins (1994) concluded that the practice of reading is a dynamic and contextualized process. In light of this, Cagliari's (1998) statement is clear: reading is a linguistic activity with a signifier. It is false to say that one can read only by meaning or only by signifier, because only one or the other never constitutes a linguistic reality. To conclude the dialogue on reading and learning difficulties, we emphasize Parolin (2002) when he stresses that learning is understood as a process and is concerned with the learner and their different learning styles, with the relationships they establish in their family context and with their teachers, in the difficulties of learning to read and write. Furthermore, Smith & Strick (2001) share the idea that identifying a child's learning problems involves comprehensive assessment. The earlier they are detected, the greater the probability of resolving them. Given this, the following problem was chosen: What are the reading learning difficulties of students in the 1st Cycle/3rd Phase? On the other hand, one of the challenges of the school is to ensure that students learn to read correctly. Let's say that this motto is recurrent throughout the country. Another point that was revealed focuses on the content and form of reading instruction in schools – (not just at the methodological level) – but on the very conceptualization of reading itself, how it is evaluated by school management and teachers, and the role it plays in the school's project. With this in mind, the overall objective of the study was to analyze the factors that influence and hinder the learning process in the acquisition of reading in the 1st cycle/3rd phase.
Based on the findings of the Coronel Vanique State School - MT, this study focused on the central research question: What factors influence and hinder the reading learning process? The general objectives of this study were to identify the learning difficulties faced by students in the 1st cycle/3rd phase at this school; to verify if students have learning disabilities in reading; and to suggest new teaching methodologies that contribute to learning progress. However, the central questions are similar to these: What difficulties do students present in learning to read? Do students have any learning disabilities? What are the characteristics of the reading learning process? A hypothesis considered a practical truth in this study is that the lack of information about reading difficulties in schools exacerbates the lack of preparedness of teachers to work adequately with students who present this difficulty. Another well-known and accurate perspective is that children are not born with learning difficulties; rather, these difficulties appear throughout the learning process, and reading difficulties have been recognized as one of the factors that directly interferes with learning and the student's self-esteem. A third viewpoint at this stage is that these difficulties can be overcome throughout the learning process with the help of a qualified professional who is interested in children who present such difficulties. It is worth noting that children with specific reading difficulties possess other skills and aptitudes for learning. Therefore, the idea has been created that reading difficulties are a recurring problem in Brazil. Finally, it is necessary for the teacher to have knowledge about the subject, since they are the mediator of learning. From another perspective, it is not only the teacher, but also the parents who should facilitate the reading learning process, offering support and conditions so that learning through reading occurs in a pleasant and effective way. However, the role of the school should be to provide adequate materials that can also contribute to the reading learning process, not only in this cycle but in all phases of study and learning. The study also aimed to instigate a more accurate reflection on the teaching and learning process embedded in the cultural context of reading (local) appreciated among students in the 1st cycle, corresponding to the 3rd phase of elementary education. Even so, it was found that there are learning disabilities related to reading among the students studied. On the other hand, after all the analysis and data collection, the formulation of methodological proposals aimed at contributing to the effective acquisition of the reading process became evident. Above all, before the hypotheses were formulated, several pedagogical activities aimed at management, teachers, and parents were also chosen in order to improve the learning situation of these students who are experiencing difficulties in reading. Furthermore, it is suggested that the student gradually transforms into a reader who not only knows what is said in the text, but also what is implied in the text according to their local reading culture. Finally, it is understood that to develop this proficiency, the school and the teacher must provide the student with opportunities to experience the world of reading and the pleasure of doing so. In this way, the student builds reading proficiency as they apply prior knowledge about the author, title, subject, genre, make inferences, raise hypotheses, identify the theme, elaborate a synthesis of the text, and organize their own ideas. However, from a teaching perspective, proposals based on this perspective highlight the need for students to learn how to process the text and its different elements, as well as the strategies that will make their comprehension possible. Combined with these, there are factors that influence and hinder the learning process, such as dyslexia, attention deficit, demotivation, and inadequate strategies. Thus, the characteristics of the reading learning process are related to linear reading, decoding of graphic symbols, interpretation and analysis of discourse, the relationship of the text to its context, and proficient reading. Therefore, we agree that reading is the fulfillment of the objective of writing and vice versa. And ensuring that a school is framed as a reading school is a trivial challenge: continuous, constant, and challenging.