TCC final Maria Angelica

Abstract

The present study aims to develop a reflection on the literacy process and the learning difficulties children face during this process. We use Vygotsky's Historical-Cultural approach as the theoretical foundation, emphasizing that we engage with researchers in the field as an initial theoretical perspective. The methodological choice was qualitative research with a bibliographic focus. In this way, we structured our work into two chapters and some considerations.

In line with the relevance of the topic, as we understand from the theoretical framework, during the literacy process, children are often blamed for their difficulties. However, they are victims of this situation and often suffer throughout the process. In this sense, we infer that it is up to the teacher, in the classroom, to foster learning without difficulties, through a humanizing, dialogical, and emancipatory education. We believe that, even with existing difficulties and limitations, the teacher should not restrict the teaching and learning process of children, as sometimes happens. Therefore, it is crucial to pay attention to teacher training so that their practices as literacy educators can contribute to the development of children during the literacy process.