Não aprendizagem da leitura e da escrita ao final dos anos iniciais do ensino fundamental em escolas municipais de Erechim/RS

Abstract

This Dissertation, entitled "Non-learning of reading and writing at the end of the initial years of the elementary school in the municipal schools of Erechim/RS", is directly related to the pedagogical aspects of teaching work, whose theme is the non-learning of reading and writing. The research is linked to the Stricto Sensu Professional Graduate Program in Education at UFFS - Campus Erechim, in the Research Line: Pedagogical Processes, Policies, and Educational Processes. The study aims to understand and explain the reasons why students are reaching the 5th grade of elementary school without knowing how to read and write in municipal schools of Erechim/RS from the perspective of their teachers, school managers, their parents, and the children themselves. The choice of municipal schools in Erechim was due to the researcher working in the education system and empirically verifying a large number of students reaching the 5th grade without the basic knowledge of reading and writing. This research originated from the following question: What are the reasons why students are reaching the 5th grade of elementary school without knowing how to read and write in municipal schools in Erechim/RS from the perspective of their teachers, school managers, parents, and children themselves? The research is qualitative, based on the studies of Colello (2007), Demo (2008), Schwartz (2016), Mortatti (2006), among others. Research of State of Knowledge was developed in the Digital Library of Theses and Dissertations (BDTD), with publications on the theme of the last 10 years. It is also characterized as documentary research, beginning in the Federal Constitution of 1988 until the National Literacy Plan (PNA). In addition, field research was developed, in which questionnaires were delivered to 19 teachers working in the 5th grade and 4 pedagogical coordinators of elementary school, and semi-structured interviews were conducted with 7 illiterate students enrolled in the 5th year and 8 guardians of non-literate students, with the objective of understanding and explaining the reasons for not learning reading and writing and the possible alternatives to address this problem. From the analysis of the empirical material, it can be verified that there are several factors for students to reach the 5th grade without knowing how to read and write, especially those related to social and psychological aspects. We conclude that these reasons influence students' learning, but do not justify not learning reading and writing, because the role of teaching reading and writing belongs to the school, not to the families. From this perspective, it is necessary to invest in quality teacher training so that they know how to make good pedagogical choices and can literacy all students. In compliance with the requirements of the Master's Degree, a report was carried out with the results of the field research, directed to the Department of Education of the Municipality of Erechim/RS, with the results and conclusions of the research.