Alfabetização na idade certa: desafios da alfabetização nas séries iniciais do ensino fundamental

Abstract

This study addresses the challenges and possibilities of literacy at the right age in the early years of elementary school. The objective was to investigate the main obstacles and pedagogical strategies that contribute to the consolidation of the reading and writing process, considering historical, structural, cultural, and technological aspects. The research adopted a qualitative bibliographic approach, based on authors such as Emília Ferreiro, Ana Teberosky, and Paulo Freire, as well as normative documents such as the National Common Curricular Base (BNCC). The results indicated that literacy faces challenges related to precarious infrastructure, regional inequalities, and insufficient teacher training. However, emerging possibilities were highlighted, such as the use of educational technologies, inclusive pedagogical practices, and the appreciation of students' cultural diversity. It is concluded that overcoming these challenges requires continuous teacher training, effective public policies, and educational strategies that respect regional and cultural specificities, promoting critical, inclusive, and transformative literacy.

Keywords: literacy, primary education, pedagogical practices, public policies.