Limites e potencialidades de ações voltadas para o desenvolvimento da leitura e escrita, nos anos finais do ensino fundamental da Escola Estadual Maria Carolina

Abstract

The present dissertation, developed in the Professional Master's Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAED/UFJF), has the general objective of understanding the factors that contribute to the difficulty in reading and writing among final-year elementary school students at EEMC, in a small city in the interior of Minas Gerais. In addition, the following specific objectives are outlined: (1) to describe the reading and writing difficulties of final-year elementary school students; (2) to analyze the factors that contribute to reading and writing difficulties in the assessed stage; (3) to propose diverse pedagogical strategies that can assist the management, the pedagogical team, and the teachers in their efforts to minimize reading and writing difficulties among final-year elementary school students. The theoretical framework of the study is based on literacy studies, drawing from publications by authors such as Magda Soares (2004), Angela B. Kleiman (2002 and 2005), Delaine Cafiero (2005), Laura Silveira Botelho (2017), Maria Luiza M. Abaurre, Maria Bernadete M. Abaurre (2012), and João Wanderley Geraldi (2012), whose concepts contributed to the understanding of literacy processes, the development of reading and writing skills, and the formation of readers in the final years of elementary school. To gather evidence that confirms the problem investigated in this research, such as data from external evaluations like Saeb and Proeb, and performance rates for final-year elementary school students from 2016 to 2023 (presented in Chapter 2), the study adopted a qualitative research approach, based on the analysis of secondary data obtained from official sources and a bibliographic study of reference authors. In the field research phase, the instruments used were focus groups with Portuguese Language teachers, a questionnaire with 9th-grade students, and a discussion circle with students who experience the greatest difficulties in reading and writing. Finally, we present an Educational Action Plan that can enhance the teaching and learning of reading and writing in the EEMC. The results of this study may enhance discussions about factors that can improve the development of skills required in Portuguese Language education, enabling the achievement of satisfactory levels of reading and writing in the final years of elementary school.