The process of teaching and learning in literacy: reflections on reading and writing practices

Abstract

This article seeks to reflect on reading and writing practices in a third grade class at a public elementary school to understand the factors that interfere with student learning. It is a qualitative research that used a semi-structured interview with the teacher, a focus group with the students, observation, reflective diary and documentary analysis. The results indicate that the teacher uses diverse and contextualized reading practices and the students attribute a positive value to reading and writing. And although the PNAIC states that the pupil must be literate at 8 years of age, many children of this age are not literate. Another point to emphasize, in relation to this program, is that a good part of the students is in age / grade gap. One of the possible factors that may influence this learning is the lack of support from some parents, perhaps because they are not literate, or because of the social context in which they are inserted. This certainly makes it difficult for parents to link to school, which can also reflect the learners' learning. However, it is necessary not to disregard the social, political and structural conditions that interfere in the school life of the students, since the educational phenomenon is very complex and goes beyond the walls of the school.