Frequentes dificuldades de aprendizagem encontradas em alunos do ensino fundamental nas escolas públicas e privadas de Uruaçu em 2013

Abstract

This work aims to address one of the greatest educational challenges, which is the issue of literacy in early years institutions. Through the readings carried out on literacy and literacy during our internships in the 7th and 8th periods of the pedagogy course, in 2013, carried out in public schools, we noticed a gap in the teaching-learning process that provides the student with literacy and not only, the literacy, mainly with regard to fairy tales that are worked on in a mechanized and non-reflective way. And as a result of this gap in teaching, it generated the reflection that led to our problematization: does the teacher write fairy tales or do they describe them with the aim of teaching literacy, only by decoding the story in a systematic way for students? When we talk about the narrations of fairy tales and other literary genres that enchant us and show us other worlds through our imagination, we cannot fail to mention the difficulty that some people have in differentiating history from story. The word history is used to designate both terms, both real facts and fiction. That is why we will use the word history in our work. According to Neto (2008) “[...] history serves both cases (real or unreal narratives) [...]”. The justification for this work proposal is to verify how teachers use the resources offered to them, especially fairy tales, in favor of literacy for students. Considering that the educator must start from the students' interest and knowledge to apply their content, this teacher is expected to start from the student's context so that there is interaction and, therefore, learning. According to Sartre (apud MARTINS, 1994, p. 15) “[…] we learn to read from our personal context. You have to value it to be able to go beyond it.” Literacy constitutes the way in which students understand the world around them. Fairy tales as a tool used in a playful and contextualized way (social, economic, cultural) in which the student is inserted, becomes a pleasurable form of learning. As the content is enjoyable, the student will understand not only what is expected in the classroom, coding and decoding, but will also reveal the world through literacy, reading the various manifestations that insert it into the social world. Therefore, we understand that reading is fundamental for the development of individuals, where life in adulthood begins from the mother's womb (listening to music or hearing the voice of her mother when reading the book).