Reflections on literacy in public schools of the Federal District: literacy issues and 3rd year Elementary School students

Abstract

The objective of this article is to analyze the strategies necessary for students in public schools in the Federal District to progress to the 3rd year of Elementary School I with minimum reading and writing skills. It also aims to examine the training of literacy teachers, evaluate the strategies. Applied and analyze the profile of teachers who promote successful in literacy during the Initial Literacy Block (BIA). This qualitative research is based on the documentary analysis of Currículo em Movimento and a bibliographic review on full and critical literacy. The study concludes that a technical teacher profile, public policies for continuing education, use of existing strategies (regrouping and intervention Project), and aptitude for literacy instruction are favorable elements for advancing students’ literacy in the 3rd year of Elementary School I.