Alfabetizar e letrar nos anos iniciais do ensino fundamental: um relato de experiência

Abstract

This report, discusses a literacy experiment that took place in a public school in the municipality of Rafael Fernandes, in the state of Rio Grande do Norte. The experiment was carried out between 2022 and 2023 with groups of students from the 1st and 2nd years of elementary school, through the Tempo de Aprender program. The classes were made up of up to 15 students. The teaching methodologies were developed based on Magda Soares' research into literacy and critical literacy skills, as well as other authors who address linguistic diversity in the school environment. The purpose of this study is to describe the practice carried out in the Tempo de Aprender program and how research into literacy and critical literacy skills as well as linguistic variation, helps students' literacy. The approach adopted was based on the implementation of pedagogical practices based on the theoretical concepts of Magda Soares, with regard to letter recognition, phonological awareness and reading skills. It was also based on the studies of Raquel Freitag, who considers the linguistic variation and learning rhythms of students in the literacy process. The experience showed that the implementation of pedagogical practices based on theoretical research results in progress in the literacy process. In addition, involvement in the Tempo de Aprender project highlighted the importance of continuing education programs for teachers and the support of educational assistants in the teaching and learning process.