Dificuldades de leitura e escrita no segundo e quinto ano: desafios enfrentados pelas professoras no processo ensino aprendizagem.

Abstract

The present research focuses on the study of reading and writing difficulties, describing the challenges faced by teachers in the teaching-learning process. The research is qualitative and aimed to investigate if there is / m challenge / s faced by the teachers in the teaching-learning process of reading and writing acquisition of the 2nd and 5th year of the public school in Cajazeiras-PB. To do so, the bibliographic research was done together with field research. The data collection process occurred through semi - structured interviews, where the challenges faced by the teachers in the teaching - learning process of reading and writing of the students were addressed. The results indicate that teachers face challenges related to the difficulties of learning to acquire reading and writing, and use the methodology adapted to the reality of students to overcome these problems. Among the main difficulties mentioned are the lack of parental guidance in the literacy process. It is concluded that the teaching-learning process for acquiring reading and writing are complex and progressive, which often face several challenges, and deserve continuous action by the school, teacher and family so that the child acquires the necessary knowledge, if become a citizen and able to use it daily in society.