Analysis of the Differentiated Monitoring Project for Students with Learning Disabilities in reading and writing in public schools in Minas Gerais

Abstract

In this paper, we discuss the Differentiated Pedagogical Monitoring Project, which supports students from the 4th to the 9th grade of elementary school with learning difficulties in literacy processes. As a central objective, we investigate the challenges and possibilities of the project based on the perspective of the teachers involved. We analyzed the possibilities of the pedagogical intervention carried out by the teacher for Teaching for the Use of Library with students who have difficulties in reading and writing. As a theoretical framework, we rely on Literacy Studies (STREET, 2014) and on the perspective of reading and writing skills and literacy proposed by Soares (2004; 2018). The research methodology was based on a qualitative interpretative approach in the Applied Linguistics perspective, having as data collection the creation of a focus group with teachers working on the project. Based on the data collected, we delineated four axes of analysis that allowed us to know the reality of the work developed with students with reading and writing difficulties. Results indicate the need for actions in an attempt to contribute to the development of the project so that it encompasses ongoing and planned training in accordance with the needs of the teachers involved. The analysis also shows that the anticipation of the pedagogical intervention for the first years of Elementary School in conjunction with the “Mais Alfabetização” Program (More Literacy Program) is necessary, in addition to the need to bring the school and family closer together.