Práticas de leitura e escrita nas séries iniciais

Abstract

The present research had the objective to investigate the reading and writing practices in the initial grades: strategies and experiences perceived by the teachers and students in the school routine in the initial grades of elementary school. To improve means of knowledge that are more dynamic and coherent with the new methodologies so that the student is interested, covering innovative practices with technological collections, research, production of text among others. As a main theoretical contribution, ALMEIDA (2006), CAGLIARI (1994), CARVALHO (2002; 2004), DELMANTO (2001), FREIRE (1998), KLEIMAN (1993), KOCH (2016), VYGOTSKY. Through the documentary analysis and the accomplishment of questionnaires and interviews with the teachers working in the field of research, the study revealed that the reading and writing practices in the initial grades: strategies and experiences. In general, the research sought to identify why some students learn so easily about a subject, while others do not understand or advance slowly? And how to act positively on the difficulties, in order to make learning happen in fact and with quality? This is not an analysis of the deficits, more of a textual reflection on the reading and writing practices presented by the students, which are not necessarily defined, and it is necessary to experience them in the educational and social environment.