Os desafios do professor alfabetizador nos anos iniciais na perspectiva do alfabetizador/letrador

Abstract

The present work wove reflections on the challenges of the literacy teacher in the first grades from the initial reading instruction perspective. It started from the assumption that the literacy action allied to initial reading instruction is essential for the current school, as long as, since small children already come in contact with reading and writing and take this knowledge to school, it is up to the teacher to promote activities that stimulate their development. But is the teacher prepared for this reality?. The theoretical basis was the studies of Soares (1998), Freire (2001), Ferreiro (1985), Vygostky (2008) and others. It was discussed about the teacher and the understanding of literacy / initial reading: some concepts, the appropriation of writing in literacy and initial reading, the current school and the challenges of the literacy teacher and present some research in the area. In the quest to expand and consolidate this study, eight (8) teachers from the municipal education network of the city of Lagoa de Dentro - PB were interviewed, using pre-elaborated questionnaires to report their experiences, difficulties and understandings about the to literate. The set of results found in this study indicated that despite having access to training and didactic support, some teachers still feel difficulties regarding the definition and consequently the planning of activities focused on literacy from a perspective of the initial reading instruction, allied to this, is also the family absence that is of great value in this process. These results show, however, that in spite of the challenges, teachers seek, as far as possible, to perfect themselves in order to provide a qualified and innovative education to students.