Investigação dos processos de alfabetização em uma escola no interior de Minas Gerais: análise e proposta de intervenção

Abstract

This research focuses on strengthening the literacy process in the early years of elementary education in a state school in the interior of Minas Gerais, Brazil. The study aims to understand the dynamics involved in this literacy process. The investigation is grounded in authors such as Soares (1995, 2001, 2003, 2004, 2016, 2024a, 2024b) and Ferreiro (2001), who highlight the complexity of literacy, as well as Lück (2009), who emphasizes literacy as a continuous social process mediated by school management. The main objective is to analyze how pedagogical management contributes to the literacy process in the early years of elementary education at Escola Estadual Horizonte Novo. Specific objectives include describing the literacy process at the school, considering pedagogical practices, assessment tools, and management actions; analyzing the factors that influence the development of reading and writing skills, highlighting how pedagogical management supports and monitors this process; and proposing pedagogical intervention strategies to strengthen literacy and consolidate learning expected by the end of the fifth grade. This research is justified by the need to enhance existing pedagogical practices, ensuring quality education. A qualitative methodology was adopted, divided into three phases. The first phase involved the analysis of institutional documents, including the School’s Political-Pedagogical Project (PPP), to understand the organizational context and guidelines for literacy. The second phase focused on collecting student performance data from the “Criança Alfabetizada” website and reports from the Minas Gerais Public Education Evaluation System (SIMAVE). The third phase consisted of interviews with teachers, Basic Education Specialists (EEB), and other school managers, aiming to deepen the understanding of pedagogical practices implemented at the school. The results reveal the recurrence of students who fail to advance in reading and writing skills. Analyses point to gaps related to the need for individualized interventions, limited time for systematic reinforcement, absence of collective reading and writing projects, insufficient materials and adequate spaces, and weak family involvement. It was also observed that some learning difficulties go beyond the pedagogical field, requiring greater family engagement and more effective coordination by pedagogical management. Based on these findings, the Educational Action Plan (PAE) was structured around five interconnected actions: individualized intervention; collective reading and writing projects; integration of Physical Education and literacy; teacher appreciation and engagement; and family involvement. These actions aim to address identified gaps and strengthen the connection between pedagogical practices and school management. It is concluded that pedagogical management plays a central role in strengthening the literacy process by coordinating actions, promoting collaborative work, and creating conditions for more effective interventions. This study offers practical implications for school organization, theoretical contributions to the fields of literacy and pedagogical management, and insights for future research on learning difficulties in the early years of elementary education.