Dificuldades de leitura e escrita dos alunos da 6a classe do ensino primário da Escola Primária Completa de Mahau no distrito de Matutuine na provincia de Maputo (2022-2023)

Abstract

This study aimed to understand the causes of reading and writing difficulties among 6th-grade students at Mahau Elementary School. Methodologically, the research followed both qualitative and quantitative paradigms and used semi-structured interviews and a questionnaire for data collection. The research data revealed that the participation of parents and/or guardians in students' school life is deficient, which may be contributing to students' poor performance in reading and writing. Furthermore, according to the data, it was noted that the school's teachers use different methodological strategies for teaching reading and writing, such as the synthetic or phonic method, the synthetic analytical method, the joint elaboration method, the expository method, and the independent work method. The teachers at Mahau Elementary School, particularly those in 6th-grade, have psychopedagogical training, although they are not specialized in Portuguese language teaching methodologies. The language of instruction used at the Mahau EPC in teaching classes is in itself an obstacle, as most students in the 6th grade are unable to learn and assimilate content in Portuguese because they lack proficiency, due to the limited contact they have with the language most of the time both within their families and in the community.(TRADUÇAO NOSSA)