Vivências de uma professora sobre o ensino da língua portuguesa na alfabetização e no letramento nos anos inicias e anos finais do ensino fundamental

Abstract

This undergraduate thesis had as its object of study the analysis of a teacher's experience regarding literacy and reading instruction during the transition period from the Early Years of Elementary Education to the Final Years. The teaching practice and reading instruction process in literacy and reading development were discussed in classes undergoing the transition from the Early Years to the Final Years of Elementary Education, specifically from 4th and 5th grade to 6th grade, at a private school in the city of João Pessoa, PB, between 2022 and 2023. To understand the phenomenon, the research sought support from authors such as Magda Soares (2023), Paulo Freire (1982), and Leda Tfouni (2005). A qualitative, participatory research approach was adopted, with direct observation, and the autobiographical narrative method was also used as a complement. The theoretical foundation includes authors such as Magda Soares (2023), Paulo Freire (1982), and Maria de Fátima Alves (2014), among others. The intention was to contribute with strategies to improve the teaching of the Portuguese language in transition classes of Elementary Education. During the analysis process, it was possible to identify, based on the researcher's lived experience, fragile points in the methodology, in the organization of the curricular structure, among others, which created obstacles to the students' learning process. In the final considerations, attempts were made to point out ways to overcome the problems found, including responsible teaching practices, organized planning, knowing the students, and offering various types of texts.