CRIANÇAS NÃO ALFABETIZADAS NO 4º ANO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: DESAFIOS E ESTRATÉGIAS DOCENTES

Abstract

The presence of students who have not yet mastered the alphabetic-orthographic system by the fourth grade of elementary school represents one of the most complex educational dilemmas in Brazil today. Entering this stage of schooling without having consolidated the reading and writing skills expected for the early cycle creates tension in pedagogical practice, requiring differentiated teaching interventions. How can a single fourth-grade classroom accommodate both students who still need to acquire basic literacy skills and those who need to advance toward full literacy? What challenges do fourth-grade teachers face when dealing with students who are not yet literate? And, above all, which didactic strategies does academic research identify as most effective for addressing this situation? The general objective of this study was to understand the challenges and teaching strategies involved in fourth-grade classes (early elementary level) that include students who are not yet literate. Specific objectives included: (a) characterizing the phenomenon of delayed literacy acquisition and its contributing factors; (b) systematizing the main pedagogical challenges faced by teachers in this context; (c) identifying the didactic strategies most frequently cited in the literature for managing heterogeneity in literacy processes; and (d) discussing the implications for teacher training and educational policies. Using a qualitative methodological approach, a literature review was conducted; data collection took place via the CAPES Journal Portal using the search term "non-literate children". This search yielded 48 articles, 10 of which were selected for the analytical corpus due to their relevance to the topic. Analysis of the articles revealed that the difficulties stem from marked class diversity, gaps in professional training regarding late-stage literacy instruction, and pressure to meet standardized curricular goals. To address these challenges, various authors point to continuous diagnostic assessment, pedagogical mediation, the use of productive grouping, and a variety of didactic resources as potential solutions. Ultimately, it is evident that overcoming these challenges requires a teaching practice that is critical and sensitive to ensuring learning for all.