Alfabetização/letramento: problematizações e olhares acerca das dificuldades de aprendizagem neste processo

Abstract

This study aims initially to fulfill an academic task, guided by ethical commitments that underpin the initial formation of Pedagogy undergraduate students. Through experiencing the initiation into research practice and delving into the challenges of literacy, attentive to learning difficulties mobilized by experiences in mandatory curriculum internships, we have confronted the dynamics of learning difficulties. Referring to these difficulties brings to the forefront the diversity of ways of learning and teaching—a complex relationship in everyday school life. Methodologically, it is an exploratory bibliographic research that, according to Severino (2002), presents pathways and options for problem identification. It also falls under the state of knowledge type of research, as per Ferreira (2002), allowing for an understanding of the dynamics of teaching/learning processes, identifying silences and formative movements regarding the production in the area/theme. The search conducted was in the electronic databases of SciELO (https://www.scielo.br/?lng=pt) and RBA – Revista Brasileira de Alfabetização (https://revistaabalf.com.br/index.html/index.php/rabalf), using the following search expressions: 1) Learning Difficulties "and"; 2) Learning difficulties in literacy "and"; 3) Learning and difficulties in literacy. It is worth noting that besides identifying the peculiarities related to literacy concepts, we aim to understand who the restless researchers are and what contributions they bring to contemporary educational practices, particularly regarding learning difficulties. From the readings of the inventoried articles, we highlight three main categories, with some subdivisions. These perspectives require further study, given certain silences. We also identified a significant number of discussions addressing the specificities of literacy and literacy, their concepts, and methodological approaches. However, regarding learning difficulties, specific discussions are still lacking as an interactive process aiming for interdisciplinary dialogue. Although discussions on literacy and literacy are its main focus, there is a lack of consideration of the diversity of teaching and learning methods manifested within the classroom. In conclusion, without aiming for finality, the discussions presented require strengthening, considering the diversity of ways of being and learning instituted by the systematic processes of learning to read and write within literacy and literacy policies, without prior blaming of a specific pedagogical approach.