O sucesso no processo de alfabetização de crianças: um estudo sobre o perfil do alfabetizador

Abstract

This study examines the profile of literacy teachers and the impact of their work on the success of literacy classes. The research aims to highlight the didactic approaches adopted by teachers that foster successful literacy outcomes in public schools in Tabatinga, Amazonas. Based on a qualitative approach, the study draws on a literature review. The investigation underscores that academic success relies on solid teacher training and points to continuing education—specifically specialization courses in literacy and *letramento* (literacy and social reading practices)—as a means to enhance professional performance and, consequently, foster reflective pedagogical practice. Results reveal that successful teachers employ diverse didactic strategies, such as working with phonological awareness and play-based activities, while integrating the acquisition of the writing system with social reading practices. The study further highlights the active participation of the family as a decisive factor, as it validates the student's intellectual effort and expands the necessary emotional support throughout the process. It concludes that literacy success stems from the convergence of the educator's technical preparation, institutional support, and family engagement.