A sala de recomposição da aprendizagem em uma escola pública: Reflexões sobre o trabalho pedagógico

Abstract

This study focuses on the topic of learning remediation in public schools and the development of literacy skills that students have not yet mastered. Its overall objective is to analyze the pedagogical work carried out in a learning remediation classroom focused on literacy for students in the early grades of elementary school, within the context of a public school in Bananeiras/PB. The specific objectives defined are as below: to characterize the learning remediation classroom within the sachole context; to investigate the socioeconomic conditions of the students served in the learning remediation classroom; and to highlight the pedagogical work carried out to promote student literacy. Thus, this research is justified by the need to better understand this space and broaden discussions on the topic, which is relevant to public schools and students’ academic progression. It is grounded in theoretical studies by Magda Soares, Emília Ferreiro, and Ana Teberosky, among others. This is a qualitative study in education, employing a participatory approach, with data collected through observations recorded in a logbook, weekly lesson plans, and reports on student learning, which were organized and analyzed based on three main axes of analysis: the learning remediation classroom; the socioeconomic conditions of the students; Literacy in the classroom this featured educational space is based on Federal Government Decree No. 12,391, dated February 28, 2025, which established the National Pact for the Restoration of Learning. In the context of this study, the program serves 33 students whose reading and writing skills are not yet well-established; 31 of them come from low-income families receiving assistance through the Bolsa Família Program. The educational work carried out aims to ensure learning through individualized support focused on reading and writing, using playful and active strategies that can aid in learning progression. Students are motivated to participate in the activities, creating their own written works, reading, and expanding their vocabulary, interpretive skills, and love of reading.