Fatores e desafios da alfabetização nos anos iniciais do ensino fundamental

Abstract

The aim of this study was to analyze the factors and challenges involved in the literacy process in the early years of elementary education, focusing on pedagogical perspectives and their implications for the development of reading and writing skills. The research was conducted using a qualitative approach, combining a literature review and the application of a questionnaire. It was based on theorists such as Soares (2001, 2004, 2020), Ferreiro (1988), Ferreiro and Teberosky (1989, 1999), Morais (1997, 2012), Freire (1989), and Cagliari (1999,2009). Data analysis identified several factors impacting the literacy process, particularly social inequalities and the lack of ongoing teacher training. Among the challenges identified were class heterogeneity, the scarcity of teaching resources, lack of family engagement, indiscipline, and lack of student motivation, which hinder the teaching-learning process. Furthermore, the study highlighted the importance of collaboration between school, family, and community. The research indicated that overcoming these challenges requires the integration of efforts among teachers, administrators, and families, as well as the implementation of public policies focused on teacher training and the adoption of more inclusive and diversified pedagogical strategies. The results emphasize the relevance of a contextualized literacy process that values students' rhythms and interests, providing meaningful learning experiences.