LEARNING DISORDERS IN READING AND WRITING AND THE CHALLENGES OF TEACHERS AS LITERACY AGENT

Abstract

Literacy, reading and textual production are the focus of much discussion, especially among scholars who observe the high rates of disorders and difficulties that permeate this acquisition process. Thus, this study focuses on learning disorders in reading and writing and the challenges faced by teachers as literacy agents. The relevance of the topic derives from the ongoing challenges that teachers face in the educational context, on a daily basis, to ensure that children fully access practical reading and writing skills, which are closely related to another challenge, which is to evaluate and measure progress towards this goal. The general objective here is to contextualize scientific productions related to the concerns of teaching practice in the teaching-learning process and, more specifically, to present the difficulties in the process of acquiring reading and writing, in addition to verifying the methodologies used to overcome the limitations of children in the literate world. To this end, the methodological procedure was characterized by a bibliographic review based on the works of Doris and Helmer (2009), Fulgêncio (2024), Ferreiro and Teberosky (2009), Garcia (2009), and other specialists. In view of the above, it can be concluded that, in addition to the ability to deal with classroom management, in their practice, the teacher has the great challenge of establishing goals, identifying the rhythms and needs of each student, and implementing strategies so that everyone is successful in their learning.