Letramento: um estudo sobre os desafios pedagógicos no 2° e 3° ano do Ensino Fundamental na U.E.F São João Batista em Bacabal, Maranhão

Abstract

This study addresses the pedagogical challenges involved in fostering literacy skills during the 2nd and 3rd years of elementary education, acknowledging the importance of reading and writing practices for students' critical development and their engagement in social language practices. It is based on the premise that literacy extends beyond merely mastering the writing system; it requires contextualized pedagogical practices that facilitate students' integration into the culture of writing process nonetheless fraught with challenges related to teaching conditions, class heterogeneity, family involvement, and learning difficulties. The study aimed to analyze the pedagogical challenges faced by teachers in developing literacy skills in the 2nd and 3rd grades at the São João Batista Elementary School in Bacabal, Maranhão. This research employed a qualitative, descriptive approach, and field research methods. Data were collected through semi-structured questionnaires administered to three teachers at the institution; their responses were analyzed interpretatively, establishing a dialogue between empirical data and the theoretical framework. The results revealed that the teachers view literacy as a social practice linked to initial reading and writing instruction (alphabetization), employ various pedagogical strategies to support reading and writing development, and recognize challenges stemming from diverse learning levels, limited family participation, insufficient pedagogical resources, and the demands of daily school life. Furthermore, the data indicates that adopting contextualized practices, strengthening teacher training, and expanding school-family partnerships offer significant opportunities for enhancing literacy practices in the early elementary years. The study is primarily grounded in the contributions of Soares (2009; 2010), Kleiman (2005; 2012), Freire (1996; 2001), Libâneo (2010; 2013), Street (1984), Rojo (2009), Bakhtin (2003), Vygotsky (1998), and Piaget (1998).