Desafios pedagógicos de alfabetização e letramento: uma análise sobre as práticas no 6º ano do ensino fundamental

Abstract

This study, developed within the Professional Master’s Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of Universidade Federal de Juiz de Fora (CAEd/UFJF), aims to understand how sixth-grade students entering Elementary Education at Escola Estadual Dr. Humberto Sanches (EEHS) are welcomed and supported by the institution in developing literacy and reading/writing skills. The need for this research stems from the researcher’s observation that students from Escola Estadual Eurípedes Prazeres (EEEP), where she worked until 2023, generally completed the fifth grade with significant gaps in reading and writing skills. Upon transitioning to EEHS, these students faced considerable challenges in the final years of elementary education. This qualitative research, structured as a case study, outlines the following specific objectives: (1) to describe the results of assessments related to the reading and writing skills of sixth-grade students at EEHS, both prior to their enrollment and in diagnostic evaluations upon admission; (2) to analyze actions implemented by EEHS to address literacy gaps among students transitioning from the fifth grade at EEEP; and (3) to propose strategies to mitigate identified deficiencies in literacy development for sixthgrade students. The theoretical framework draws on studies by Ferreiro and Teberosky (1986), Freire (2022), Soares (2004, 2005, 2016, 2017), Street (2014), Kleiman (1995), Tardif (2014), and Gatti (2008, 2010, 2017). Based on the analysis of the focus group discussions and interviews, which revealed gaps in reading and writing skills, challenges in text comprehension and written production, as well as the need to strengthen continuing education for teachers to enhance pedagogical practices related to literacy, an Educational Action Plan was developed. This plan outlines two key initiatives to address students' difficulties in reading and writing during the final years of elementary education: (1) the Living Library Project, aimed at transforming the school library into a dynamic literacy space; and (2) Continuing Education, a strategy to enhance teacher qualifications through workshops integrated into pedagogical meetings. This study and its proposed action plan aim to contribute to research in the field of literacy, particularly in the final years of elementary education, which continues to enroll many students with persistent gaps in reading and writing.