Práticas de ensino da leitura e escrita: um estudo com professores alfabetizadores da cidade de Cruzeta-RN

Abstract

This study aimed to discuss the development of the literacy process in the municipality of Cruzeta, Rio Grande do Norte, focusing on the pedagogical practices adopted by teachers in public schools. The research used a qualitative, descriptive, and exploratory approach, divided into three stages: a literature review on literacy methodologies, direct observations of classroom practices, and semi-structured interviews with six literacy teachers from Cruzeta, Rio Grande do Norte. Data analysis revealed the most prevalent practices, such as the use of playful activities (educational games, mobile alphabet), daily reading of children's literature, the development of phonological awareness (rhymes, syllable identification), and collective writing. Furthermore, methodological diversity was observed, combining elements of the phonic, syllabic, and constructivist methods, adapted to the students' needs. This study offered an overview of literacy practices that can contribute to the municipality, highlighting the importance of methodological flexibility and a stimulating literacy environment.