A percepção de professores do 6º ano do ensino fundamental sobre as dificuldades na aprendizagem da escrita em sala de aula de língua portuguesa

Abstract

This study represents a comprehensive research that encompasses the theoretical aspect, a qualitative bibliographic review and a field investigation. Its main purpose is to explore the perception of Portuguese Language teachers in relation to the difficulties encountered by students in the 6th year of Elementary School with regard to reading and writing in the classroom. Furthermore, we aim to challenge and deepen the understanding of the concept of 'learning', taking into account the collection of responses obtained through a questionnaire administered to teachers. This The study is based on the principles of Applied Linguistics and its primary objective is to identify teachers' perceptions regarding the challenges involved in teaching language to students in the 6th year of elementary school, particularly in the context of reading and writing. The aim is to understand how Teachers approach reading in the classroom, with special attention to identifying variables that can cause misunderstandings and lack of clarity in the interpretation of written texts. To achieve this general objective, we outlined the following specific objectives: Analyze teachers' perception regarding learning difficulties in reading and writing in the Portuguese language classroom. Promote an indepth discussion about the concept of 'learning' and how it applies to the context of reading and writing. Carry out a thorough bibliographical review, covering the fundamental concepts of 'reading' and 'writing', in order to support our analysis. Understanding how the teacher's understanding of learning difficulties in reading and writing can positively impact their practices in the classroom, contributing to the resolution of these challenges. Furthermore, this study is dedicated to analyzing the effects of meaning present in the texts read by students and examining the gestures and silences associated with reading the informants' texts. This indepth analysis aims to provide a holistic view of the complexities involved in the language teaching and learning process, with a focus on reading and writing.