Desafios e dificuldades dos professores no processo de alfabetização de crianças de 1° e 2° ano do ensino fundamental em uma escola pública de Teresina-PI

Abstract

The present study addresses the topic: Challenges and difficulties faced by teachers in the literacy process of children in the 1st and 2nd year of elementary school in a municipal public school in Teresina. To guide the study, the following research problem was created: What are the challenges and difficulties faced in the literacy process by teachers working in the 1st and 2nd year of Elementary School at a municipal public school in Teresina-PI? The general objective of the work was to: analyze, in the context of a municipal public school in Teresina-PI, the challenges and difficulties faced by teachers in the literacy process of children in the 1st and 2nd year of Elementary School. Specifically, it aimed to: understand, from the perspective of 1st and 2nd year teachers, students' learning difficulties in the literacy process; describe the challenges faced by teachers with children in the literacy process; and discuss the feelings of literacy teachers with the results of their teaching practice. The methodological choices used were a qualitative-descriptive approach and a field study in four classes of the literacy cycle, 2 (two) from the 1st year and 2 (two) from the 2nd year, in a municipal school located in the area North of Teresina.Therefore, data were collected from semi-structured interviews, involving 4 (four) teachers. To understand the object of study, the theoretical foundations permeated the discussion about the historical process of literacy and the different conceptions that underpin literacy practices, and the challenges of literacy were also discussed. To this end, it counted on the contribution of authors, including: Ferreiro (1985), Freire (1996), Maciel (2013), Soares (2022) and Vygotsky (1984), among others. The results of the study reveal that, in the teaching conception, students present different learning difficulties around literacy, such as phonological understanding and concentration. Furthermore, many difficulties were highlighted by the teachers, such as the lack of family support, which impacts the quality of teaching work and, therefore, culminates in challenges for results in the literacy process.