Strategies of literacy teachers in the teaching of reading, writing, and literacies in a municipal public school in Serra do Ramalho – BA

Abstract

This qualitative study presents the results of the research entitled "Analysis of literacy teachers' strategies in the teaching of literacy and letterings in the municipal public school of Serra do Ramalho". The central concern of this study arises from the observed gap between teachers' conceptions of literacy and letterings and their educational practices in the classroom. Thus, the general objective of this research was to analyze whether the literacy and lettering practices developed by teachers in a school of the municipal public network of Serra do Ramalho contributed to the development of their students' learning. In this sense, it investigated how the teachers' theoretical assumptions influence the teaching of reading and writing, addressing literacy and lettering in the educational process of Elementary School I students, starting from the difficulties faced and the practices used by the literacy teachers. To this end, interviews, questionnaires, and classroom observations were used as data collection instruments. The results showed that the teachers differentiate literacy from lettering and utilize textual genres in the classroom for both processes. Although they did not have specific training for working with literacy and lettering, they employed practices that valued theoretical and methodological knowledge grounded in the reality of the learners, thereby contributing to the development of the teaching and learning process. Consequently, the practice of these literacy teachers made it clear that literacy and lettering were complementary actions, and the discussions and observations emphasized the validity of a literacy practice within a lettering perspective.