Alfabtização e letramento desafios no processo ensino-aprendizagem

Abstract

This paper deals with the reading of the subject as one of the most important ways of acquiring knowledge, and a basic instrument for the whole education system, focusing on understanding of literacy processes and literacy classes in the 4th grade of elementary school. Since this process should be considered an important and fundamental step for social and school life of the student, based on theoretical as Freire (1997), Soares (2002), Silva (2003), Martins (2003), Kleiman (2000) among others. The purpose of this study is to analyze challenges, in terms of learning, we can verify the process of literacy and literacy in elementary school. The study considered here occurred at the Municipal School of Education Elementary Maria Marques de Sousa Formiga. This is a descriptive, deductive exploratory and was carried out with 10 students from the 4th grade and 02 teachers who taught these classes. We used qualitative and quantitative analysis of the collected data, which were prepared questionnaires and interviews that served as the analysis for research. After the alisarmos questionnaires identified that most students have restricted access to texts, books or any material that encourages them to read in the classroom or place order, such as libraries; and that the teacher still little prioritizes the reading process in the classroom, working with texts as accessories that can facilitate teaching and learning. It appears that the teacher needs to go beyond this conception. He needs to see learning to read as an achievement of autonomy, which expands the child's horizons, enabling him to the conviviality of social relations.