O processo de ensino e aprendizagem de leitura e escrita dos alunos do 2º ciclo (3a classe do ensino primário): caso da Escola Primária Completa de Albazine, cidade de Maputo (2018 – 2020)

Abstract

Assuming that students finish 2nd Grade without having mastered reading and writing skills, despite being recommended in the Basic Education Curriculum Plan (PCEB, 2003), as one of the objectives of the first cycle of learning, this work analyzes the form, circumstances and context in which the process of teaching and learning reading and writing takes place. For its realization, it was chosen the qualitative approach and as an instrument of data collection the semi-structured interview, documental analysis and observation. As for the study sample, it is made up of 6 teachers and Deputy Director of the Complete Primary School of Albasine. From the study carried out, it is concluded that the he process of teaching and learning reading and writing in primary school students, especially in Grade 3, undoubtedly must take place in pleasant circumstances and contexts such as the classroom, library and language study room. On the other hand, teachers adopt different methods and methodological strategies for teaching reading and writing, such as: expository and interactive, phonic or synthetic methods, global or analytical methods. Finally, reading and writing difficulties in students exist and are associated with the differences of each student, as it is known that the school is a social space and conducive to diversity (TRADUÇÃO NOSSA)