Experiência, identidade e estágio supervisionado: crianças do 5º ano do ensino fundamental não alfabetizadas

Abstract

Literacy has been a major challenge up to the present day; such difficulties are further maximized in the context where children are not literate in the 5th year of Elementary School, thus making the process of written language acquisition even more difficult. In this sense, in this monograph, I discuss this problem in light of the experience in the mandatory supervised internship in a 5th-year class with children at the most diverse levels of literacy, focusing mainly on those who are not literate. My objective is to analyze how the experiences that occurred in the Mandatory Supervised Internship with non-literate 5th-year children of the Initial Years of Elementary School contributed to the construction of my professional identity as a future literacy teacher and my understanding of the literacy process. To achieve this, I developed a scientific investigation based on the qualitative approach, employing autobiographical narrative as a methodological approach, as a way to not only investigate this theme but also to reflect on its impact on my teacher training. In addition to literacy, the central theme of this work, I address the discussion about teacher training, as well as teaching identity. Furthermore, by reflecting on literacy outside the expected age, I bring up the discussion of learning recomposition, which is an educational strategy aimed at assisting and recovering knowledge that was lost or not fully learned in the foreseen period, highlighting its importance in the school environment and emphasizing the urgency for research focused on this policy. I conclude that non-literate children, especially in the 5th year of elementary school, should not be separated from the teaching process through differentiated proposals, but included, with activities whose theme is the same as the other students and adapted to their learning needs, demanding analysis, observation, intentionality, planning, and above all, affection with the student from the teacher. I consider, finally, that this investigation contributed to my training as a future teacher and literacy teacher, as I understood that being a teacher is not restricted to content learning, but rather, an articulation of knowledge that forms the identity of teachers, making me reflect on my practice as an intern, in order to understand that the teacher is in constant learning, articulating academic knowledge to their practice in the classroom.