O processo de alfabetização e os desafios para o letramento: um relato de experiência com os anos iniciais no contexto de ensino público, no município de João Pessoa/PB

Abstract

Literacy (alfabetização) is a human right and, as such, must be guaranteed to all people. However, this is a challenge for Brazilian society. In Brazil, 11 million people aged 15 or over are illiterate. In this context, the reflection on the literacy process is inserted, which in recent decades receives the contribution of a new perspective, in other words, literacy (letramento). Thus, this work analyzed the literacy process and the challenges for literacy in the early years, based on a look at the experience report, inserted in the public teaching context. The authors who contributed to support the concept of literacy are Rildo Cosson (2021); Soares (2016, 2017 and 2020); Castanheira, Maciel and Martins (2008); Marcuschi and Dionísio (2007). The experience report has a qualitative nature (MARTINS; THEÓPHILO, 2016); therefore, the information was collected through the participant observation record as a literacy assistant linked to a Municipal Elementary School, in the municipality of João Pessoa, through the Tempo de Aprender program from June to December 2022, an experience that permeated the pandemic context and impacted the lives of students, especially those with educational inequalities. The experiences with the literacy process brought contributions to the discussion in the school, academic and professional context, in the sense of an understanding aligned with a literacy practice concomitant with literacy. It was identified that the challenges for literacy require a new way of thinking about the literacy process, moving away from a teaching practice centered only on techniques and procedures, but expanding the pedagogical perspective to a multifaceted perspective on teaching methodologies, not limited to methods, models and/or so-called innovative practices. Furthermore, a dialogue with public education bodies, secretariats and partner schools linked to the program is necessary for long-term work, in order to overcome the challenges posed by the scenario of the Covid-19 pandemic in the lives of students.