Saberes docentes na formação de leitores e produtores de textos em turmas do 2 ° Ano do Ensino Fundamental

Abstract

The present study aims to investigate the perceptions of 2nd-grade teachers in public schools in Fortaleza regarding the practices and challenges for developing readers and text producers at this stage of education. To do so, we opted for a qualitative research approach, both descriptive and bibliographic, based on a questionnaire with corresponding responses regarding conceptions of reading, writing, and literacy. The theoretical foundations that guided this work were based on the dialogue among authors who discuss child development and learning, teaching and learning of reading and writing, and teacher training and educational practices, such as Vygotsky (1991), Freire (2001), Lopes (2005), Smolka (2012), Soares (2022), and the guidelines contained in documents that govern the subject, such as PCN (1997), DNCEB (2010), and BNCC (2018). The results indicated that the conception of literacy is present in the reading and writing practices of the surveyed teachers, and the texts covered mainly focus on literary reading. However, other genres that have an impact on literacy instruction were also introduced to the students. Regarding the reading materials provided to the children, the surveyed teachers reported that their practices include both literary genres such as legends, myths, fables, stories, poems (including visual ones), as well as non-literary genres like agendas, lists, notes, invitations, letters, recipes, game rules, comics, and cartoons. Among the most common literary genres in the pedagogical work carried out with the children, fables, stories, and poems stand out. However, this interaction with written materials presents a challenge due to the lack of good materials with quality content, in good condition, and in sufficient quantity. The teachers also expressed that they encourage children to produce texts, even if they have not yet reached the alphabetic level (the ability to read and write autonomously). As a challenge, educators mentioned the difficulty in finding resources for quality work, such as good books or different materials that can spark students' interest in writing. This seems to be an indication of a major obstacle in their educational practice.