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

Abstract

This study aimed to investigate literacy in the first year of elementary school, considering the challenges and possibilities of this stage, which constitutes the initial basis of the reading and writing learning process. It sought to identify the main challenges and possibilities present in this period, as well as the strategies and methodologies appropriate to teaching practice, understanding the teacher as a critical and reflective subject in the teaching-learning process. The resources of continuing education and methodologies as facilitators of this process were also analyzed. The methodology used was qualitative in nature and consisted of conducting interviews with teachers P1 and P2 in a school in the municipality of Escada-PE. This study is based on Magda Soares and Antônio Augusto Gomes Batista (2005), Borges et al. (2022), Lotsch (2016), Emília Ferreiro and Ana Teberosky (1979). The results of the analyses indicate that, for literacy and reading comprehension to occur in a solid and effective way, the pedagogical practices adopted are extremely relevant and must be articulated with good planning. However, the absence of adequate methodologies, continuing education, and teaching resources contributes to amplifying the challenges and hindering the effective achievement of potential goals. In this process, the work of the literacy teacher is a constant challenge, requiring flexibility, pedagogical intentionality, and practices that favor student protagonism, making learning more meaningful. It is concluded, therefore, that literacy and reading comprehension constitute the fundamental basis for learning and knowledge construction. In this context, methodological practices geared towards this challenging process require the mediating teacher to employ strategies capable of addressing the difficulties present and contributing to the formation of critical and reflective readers.