CHALLENGES IN ACQUISITION OF READING AND WRITING: AN ANALYSIS OF THE PEDAGOGIC PRACTICES OF TEACHERS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article is the result of the graduation monograph presented to the Pedagogy course at the State University of Maranhão – UEMA Open University of Brazil UAB -UEMANET. It aims to present the analysis developed with field and bibliographic research in a quanti-qualitative approach of the results regarding the reading and writing practices of teachers in the early years of elementary school, focusing on the challenges experienced in the process of acquiring reading and writing, tracing pedagogical strategies that corroborate the teacher's practice as a mediator throughout this process. As a theoretical basis, Cagliari (1993); Ferreiro (1987); Teberosky (1989); Antunes (2003); Solé (1998); Maia (2007); among others, were sought. The study highlighted that, in fact, the challenges are numerous and persistent, in addition to this, the space reserved for working with writing is insufficient, a fact that ends up leading students to reach the final year of the teaching modality in focus, without mastering the reading and writing skills and abilities recommended by the BNCC.