LAVOR, L. A. M.; http://lattes.cnpq.br/2010633080573624; LAVOR, Leila Aparecida Maciel de.
Abstract:
This monograph works the theme of learning difficulties in reading and writing. The thematic came from personal experience, from many years, with students from Cram schools and from frequent distressing reports of coworkers from elementary schools of Umari-CE and parents of students.
The starting question is about what makes the students from the 4° year of middle school to not know how to read and write. To answer the questioning we have as the general goal: to analyze the main difficulties of reading and writing of students from the 4° year of elementary school. And as specific goals: To conduct a survey, together with the class teacher, about the students that don‟t know how to read and write; to discuss the problem of the automatic acceptance in public schools and to reflect the consequences of not learning how to read and write for the school life of students from the 4° year.
Starting from this problem, we performed a field study with students and teachers from a public school from Umari/CE and we verified which are the reasons that interfere in the development of the reading and writing of the students. Starting from the assumption that the process of literacy hás been a present challenge in the teaching profession, as a result of many intervening factors, tend to not be effective in the first years of elementary school, turning in a problem to be solved during the following years, because it makes the student to become withheld or approved automatically, both of which disturb the development of the student, causing him to lose the motivation for the classes and, consequently, the evasion of the school environment.The reserch is based, mainly, on the theories of Luckesi (2011); Vasconcellos (2014); Ferreiro (2011), among others, that allowed us to come with the conclusion that is required a redetermination of the teaching practices present in education.
