Professores alfabetizadores e seus desafios: um estudo entre escolas públicas e privadas

Abstract

Literacy instruction constitutes a fundamental stage in children's educational development, with teachers bearing the responsibility of guiding the teaching-learning process for reading and writing, often within challenging contexts. This study aims to investigate the main challenges faced by literacy teachers during this process, conducting a comparative analysis between public and private schools in the municipality of Tabatinga, Amazonas. The research adopts a mixed-methods approach—combining qualitative and quantitative elements—that integrates a literature review with field research. Data collection involved the use of questionnaires and semi-structured interviews with teachers working in both school systems. The theoretical framework is grounded in the contributions of renowned scholars in the fields of literacy and *letramento* (literacy in a broader social context), such as Emilia Ferreiro (1985), Paulo Freire (1982), Magda Soares (1998), and Ana Teberosky (1985), who discuss the processes of written language construction and the importance of meaningful, contextualized pedagogical practices. The results indicate that, despite structural differences between the school systems, teachers face common challenges, such as diverse student learning levels, the ongoing need for professional development, and pressure to achieve educational results. In public schools, key difficulties include insufficient continuing education and the assignment of classroom aides who lack adequate training or experience to assist lead teachers. In private schools, challenges arise regarding pedagogical innovation and the continuous improvement of teaching practices. The study concludes that professional recognition, investment in continuing education, and the strengthening of educational policies are essential elements for promoting high-quality, equitable literacy instruction that takes into account the socioeconomic and cultural specificities of Tabatinga. Furthermore, the implementation of inclusive pedagogical strategies and institutional support is recommended to ensure an environment conducive to the students' holistic development.