A influência das práticas pedagógicas do docente no processo da aprendizagem da escrita nos anos iniciais do ensino fundamental

Abstract

In order to analyze how the pedagogical practices of teachers influence the process of writing acquisition of students of the early grades and verify the writing levels of these students, considering the methods in the classroom, this monographic research initially sought to conduct a bibliographical survey that traced a path from the history of writing to the conceptions of basic literacy and functional literacy, exploring how must be the pedagogical practices of the teacher, using authors such as SOARES (2017; 2019); FERREIRO and TEBEROSKY (1999); CARVALHO (2015); and, later, a field research conducted in a municipal school in the rural area of the capital of Maranhão, observing the pedagogical practices, which at the time was being applied the Programa de Intervenção Pedagógica (PIP) [Pedagogical Intervention Program] which aim to intensify the literacy process. The data collection instrument was the interview aimed at the teacher of the third-grade class. As a result, said field research obtained that the teacher recognizes that exists a confusion between the basic literacy and functional literacy, but always seeks continued formations to improve her pedagogical practices, besides the teacher likes teaching in basic literacy‟s area. This research is aimed at all teachers working in the area of basic literacy and also for academy graduates who seek more information about the teaching-learning process of writing in the early grades of elementary school