Leitura e escrita no processo de alfabetização de crianças do 1º ano do ensino fundamental.

Abstract

The purpose of this monographic work was to study reading and writing in the literacy process of children in the 1st year of elementary school, with the main objective analyzing the apprehension of reading and writing in the literacy process of these children. The specific objectives were to ascertain the mechanisms used by teachers and children to understand reading and writing; To identify the existence or not of difficulties encountered by teachers and children inserted in this process and to verify the existences of factors that influence the learning of children in the literacy process involving reading and writing. The study is part of the qualitative approach of the research, with an exploratory and descriptive character, having as subjects 2 (two) teachers and 1 (one) pedagogical coordinator of a school in the state education network of the municipality of Cajazeiras-PB. For data collection, we used on-site observation and semi-structured interviews. The analysis of the data was consolidated through the techniques of Content Analysis (CA), in order to confront the discourses included in the documents that legislate basic education (CF, 1988; LDBEN, 1996; PCN, 1997; PNAIC, 2013). Others, as well as in several theorists who present studies on the subject and also in the discourses of the subjects participating in the study. The results pointed to the absence of activities geared specifically to children's cognitive preparation in the construction of basic reading and writing skills; The omission on the part of the educational system with respect to teacher training, with respect to pedagogical strategies aimed at the apprehension of the reading and writing of children of the first year of elementary school, or methods according to the needs of the children. This fact has made it difficult for children, in the teaching-learning process, to develop the language skills expected for this phase.