Alfabetização nas séries iniciais do Ensino Fundamental: uma perspectiva de ensino

Abstract

The article aims to analyze the difficulties of student writing learning in the early grades of elementary school. Through the levels of writing presented by Emilia Ferreiro and Ana Teberosky, the student tends to develop learning skills of written language faster. For its development was elaborated a literature review referenced in some authors who defend this theme, including: Freire (1993); Piaget (1975, 1982); Vygotsky (1991, 1998); Soares (2001, 2003); Emilia Ferreiro (1999); Cagliari (2004). Use for it a questionnaire with open questions applied to teachers and interventional activity to the students of 1st year "A" and "B", with the aim of meeting the objectives and the question that guides this article: How the learning process is the written language by the child? It was found that the change from one level to another, be it pre-syllabic, Syllabic or alphabetic Syllabic depends on a process of degree of difficulty of assimilation, and even if the teacher has an important role in teaching and learning of each student. It is also realized that the great challenge of literacy teacher's action is to provoke the desire to learn, and will only be possible from the moment that the cultural and social differences of the students are met.