Understanding how literacy learning happens is critical to qualifying work in the literacy cycle. We also focus on teacher training needs, particularly for reading teaching, seeking to innovate and improve interaction with students, which is a necessary link for the teaching of reading to take place. The objective of this research was to analyze the strategies and teaching methods used by literacy teachers, correlating with the final income of the students of the three municipal schools that work with literacy classes. The schools investigated were: Francisco Alves da Costa Municipal School, Menino Jesus Municipal School and São Francisco Municipal School. To achieve our goal we use qualitative research of a descriptive nature. The instrument of data collection was through semi-structured interviews. The technique of data analysis was performed through interpretation of data from the data. A bibliographical research was carried out considering the contributions of authors such as Alliende (2005), Capovilla (2004), Ellis (1995), Morais (1999), Morais (2015), Solé (1998), Perrenoud (1999), among others, seeking to emphasize the teaching of reading in the school environment. It is concluded that teachers are able to partially alphabetize students with their teaching methods and strategies, and that students' final achievement and the difficulties reported by teachers are due to external factors that interfere with learning reading.
- ACADEMIC ACHIEVEMENT
- EDUCATION
- LITERACY
- TEACHING STRATEGIES
- TEACHING METHODS
- READING
- TID:202260526
Alfabetização em curso : a importância das estratégias e métodos
Batista, M. G. G. C. (Author). 2019
Student thesis: Master's Thesis