PIBID - Alfabetização: a construção de estratégias pedagógicas diante das dificuldades de aprendizagem da leitura e escrita

Abstract

This paper reports the experiences during the development of pedagogical interventions within the Institutional Program for Teaching Initiation Scholarships (PIBID), linked to the Pedagogy course at the Federal University of Rio Grande do Norte (UFRN) – CERES, conducted in the 9th semester of the undergraduate program. The activities took place in a 2nd-grade class of the Early Years of Elementary Education at a public municipal school in the city of Caicó/RN, focusing primarily on the students’ literacy process. The work was especially centered on the individualized follow-up of a student, Felipe Sobrinho, aged 7, who was initially classified at the syllabic level with sound value. Based on an initial diagnostic assessment, weekly interventions were planned and developed considering the student’s specific reading and writing needs and his progressive advances throughout the process. The pedagogical strategies involved playful and structured activities such as games, guided reading, text production, and rhyming exercises. Each intervention aimed to develop specific skills related to reading, writing, phonological awareness, vocabulary expansion, fluency, and text comprehension. The activities prioritized playfulness, active participation, respect for the student’s learning pace, and the appreciation of student authorship. Throughout the follow-up, significant progress was observed in the student’s autonomy, particularly in phoneme and grapheme recognition, syllabic segmentation, idea organization, and text construction. The student progressed from the syllabic level with sound value to the alphabetic level, demonstrating consistent progress in the literacy process. Additionally, the experience provided practical deepening of the knowledge acquired during initial teacher training, fostering the development of essential pedagogical skills such as personalized intervention planning, intentional mediation, and active listening. Thus, this work reaffirms the importance of sensitive and reflective teaching practice as well as the potential of PIBID as a formative tool committed to the quality of public education.