O programa residência pedagógica e as perspectivas da alfabetização e letramento nos anos iniciais do ensino fundamental: desafios e possibilidades

Abstract

This research aims to investigate and analyze the challenges and possibilities of literacy and literacy in the early years of elementary school, discussing what causes the literacy and literacy cycle to break down, where students reach the 5th grade without being literate, reporting a little of my trajectory as a former fellow of the Pedagogical Residency Program, Pedagogy Subproject (Campus IVUFPB). In this sense, I reflect on the contributions of the program in the construction of teacher training and the impacts of this contribution on my experience as a resident working in the field school. As a methodological strategy, I use a qualitative approach, seeking to understand and find answers to the results obtained. In this way, I use Magda Soares' Alfaletrar method (2020), to prepare didactic sequences working on interdisciplinarity with a focus on literacy and literacy, analyzing and discussing aspects of the learning of students in the early years of elementary school, specifically in the 5th grade, based on the activities proposed in the action plan (didactic sequence). The research was theoretically based on studies on Teacher Training (Nóvoa 2006 and 2008) and Literacy and Lettering (Soares 2020). Methodologically, we followed the perspective of action research based on studies by Thiollent (2005), Franco (2005) and other authors. The National Common Curriculum Base/BNCC (BRASIL, 2017) and CAPES Notice 24/2022 were used as official documents. Therefore, the results obtained through the research reveal the challenges encountered in the contexts inserted, relating theories and practices, generating a better critical reflection on teacher training and the perspectives achieved, through the methodology and playfulness applied in the teaching-learning process.