THE CHALLENGES OF LITERACY AND READING IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This study aimed to investigate the challenges of literacy and reading comprehension in the teaching and learning process of elementary school in the early years, identifying several challenges faced by students in the classroom, where children present different levels of knowledge and writing skills, requiring differentiated strategies from the teacher. The methodology adopted was qualitative in nature, consisting of interviews with teachers designated P1 and P2 from a municipal school in the municipality of Escada. This work is based on Soares (2020), Vygotsky (1991), Ferreiro (1985), Nunes and Bretas (2024). The results reveal that pedagogical resources contribute to the teaching and learning process, demonstrating their importance in teacher training, promoting the creation of a dynamic and participatory environment, and highlighting the role of pedagogical resources as facilitators of learning. This highlights the relationship between theory and practice, where both need to go hand in hand. The conclusion points out that literacy and reading comprehension are essential for the construction of knowledge and the formation of critical and reflective individuals. The teacher's practice needs to be innovative so that students have an engaging and meaningful learning experience.