Dificuldades de aprendizagem no processo de alfabetização: a parceria entre família e escola nos anos iniciais do ensino fundamental

Abstract

Early Childhood Education constitutes a fundamental stage of Basic Education, characterized by the centrality of interactions, play, and experiences that foster children's holistic development. In this context, engagement with written language should not be understood merely as a precursor to formal literacy processes, but rather as an opportunity for children to participate in social reading and writing practices. Concurrently, active learning methodologies have gained prominence in educational discourse for valuing student participation, inquiry, collaboration, problem-solving, creative production, and agency. This study aims to analyze, through a bibliographic review, how active learning methodologies can contribute to the development of written language in Early Childhood Education, considering play, games, projects, inquiry, literature, and collective productions as meaningful experiences of engagement with written culture. The study is qualitative and basic in nature, with exploratory and descriptive objectives, conducted through bibliographic research and an integrative literature review. The discussion is grounded in the work of authors such as Vygotsky (2007), Ferreiro and Teberosky (1999), Kishimoto (2011), Soares (2006), Moran (2018), Bacich and Moran (2018), Araujo (2017; 2020), Albuquerque and Ferreira (2020), Sombrio and Pereira (2022), Reis and Amiel (2023), Maia and Dórea (2024), Faria, Silva, and Carvalho (2025), and Paixão and Tassoni (2026), as well as relevant Brazilian regulatory documents. The results of the bibliographic analysis indicate that active learning methodologies can foster meaningful experiences of engagement with written culture when aligned with the characteristics of childhood, playfulness, social interactions, and intentional teacher mediation. It is concluded that the contribution of these methodologies lies not in automatically producing literacy, but in creating contexts in which children can use, explore, interpret, and reinterpret written language in socially meaningful situations.