Formação inicial de professores para a alfabetização como processo de aprender para ensinar nos anos iniciais do ensino fundamental

Abstract

The general objective of this work is to investigate the literacy process and its contributions to the development of teaching practices that strengthen the appropriation of reading and writing knowledge by elementary school students in the early years. As a starting point, qualitative research was carried out in order to collect relevant data for understanding literacy in the second year of elementary school. It is noteworthy that the research was carried out at CMEB Mundo Feliz, in the city of Combinado - TO, in a class of sixteen students, during the afternoon, where reading and writing activities were carried out to evaluate each child's literacy process and to understand how literacy teachers work in the classroom. During classes, it was possible to observe that more than half of the students have reading difficulties, but are able to write, others develop both reading and writing correctly, while others are unable to read or write. In general, the days at school are important for clarifying doubts about the literacy process, as well as gaining understanding regarding the literacy process of these children.