A MEDIAÇÃO DO PROFESSOR DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL NO PROCESSO DE LETRAMENTO

Abstract

One of the great challenges for teachers in the early years of elementary school is to ensure that the student acquires the skills and abilities necessary to live and act in society, using oral and written language. Given the above, this article aims to investigate how teachers deal with the reading and writing difficulties of students in the early years of elementary school. In addition, it seeks to understand the importance of the teacher as a mediator in the literacy process. Interest in the topic is justified by the perception that most students in the early years of elementary school have difficulties in basic reading and writing skills. It is a documentary research, of qualitative nature. The study developed in this article is theoretically based on: Freire (1985; 1992), Kleiman (1998), Kock and Elias (2014), Lajolo (2002), Soares (2003), among others. The results obtained show that the pedagogical practice of teachers in the literacy process is a committed, reflective and mediating practice of knowledge, although ‘complex and full of challenges’.