Alfabetização e letramento: práticas docentes do 1º ao 3º ano do ensino fundamental em uma escola municipal de Itacoatiara-AM

Abstract

This work investigates the processes of literacy and reading development in the early years of Elementary Education at a municipal school in Itacoatiara-AM. Recognizing the importance of these competencies for social and civic formation, the study highlights the difficulties faced in the Brazilian context, even with educational policies such as the National Commitment to an Alphabetized Child. In the context of Itacoatiara-AM, the challenges include the scarcity of teaching resources, teacher training, and the students’ socioeconomic conditions. This research seeks to understand how teaching practices contribute to the development of reading and writing, based on Magda Soares’ (2004; 2016; 2021) integrated conception of literacy and reading development. Thus, the general objective of this work is to understand how the practices adopted by teachers are organized in the process of literacy and reading development in the early years (1st to 3rd grade) of elementary school in a municipal school in Itacoatiara-AM. The methodological procedures adopted were qualitative, exploratory, and descriptive in nature, following the principles of studies such as those conducted by Antônio Carlos Gil (2002). The preliminary or expected results point to a demand for more practical continuing education programs, focused on applicable strategies, aiming to qualify teaching practices and reinforce the need for a solid partnership between school and family for the success of the process.