A diversidade de ritmos de aprendizagem no processo de alfabetização dos anos iniciais do ensino fundamental

Abstract

This research aims to reflect on the different learning rhythms in the literacy process based on the investigation of the pedagogical teaching practices used, presenting contributions that enhance the learning of literate people. The theoretical framework used in this work is based on the studies of Emília Ferreiro, Ana Teberosky, Magda Soares, among other authors who discuss the diversity of learning in their writings. To carry out the research, qualitative research was used through narrative, which allows the participant to bring reports of their experiences and experiences, through a semi-structured questionnaire. Two teachers were interviewed, both trained in Pedagogy, teaching in the literacy phase, but in different contexts: one in the city and the other in the countryside. The research sought to investigate the pedagogical practices developed in literacy and the relationship with the literacy students' experiences, presenting differences and similarities between the two. In the analysis of the results, it was observed that there are internal and external factors to the school that influence the diversity of learning rhythms and the quality of education of those involved. Therefore, literacy through these dimensions and in the diversity of learning rhythms comprises a great challenge, but from the re-signification of pedagogical practices, knowing the student and working on the individual rhythms related to the context, it constitutes an important step towards meaningful learning and reflection on the teaching-learning process.