LITERACY AND READING: CHALLENGES AND STRATEGIES IN THE 1ST YEAR OF ELEMENTARY SCHOOL

Abstract

This study aimed to analyze the challenges and pedagogical strategies in the literacy process in the 1st year of Elementary Education, seeking to understand how these practices contribute to the development of reading and writing skills. The methodology adopted was qualitative in nature, with a descriptive approach, conducted in a municipal public school in the city of Escada-PE. Two 1st-grade teachers participated in the research, identified as P1 and P2. As a data collection instrument, a semi-structured interview was used, enabling the understanding of the perceptions, challenges, and pedagogical practices developed by the teachers in their daily school routine. The results showed that the main challenges faced are related to the diversity of learning levels, lack of family support, social inequalities, and the impacts of the contemporary context, such as the use of technologies and the pandemic. It is concluded that literacy is a complex process that requires diversified pedagogical practices, continuous teacher training, and family participation. Thus, the study reinforces the importance of integrated actions to promote effective and meaningful literacy, contributing to the integral development of students.