METHODOLOGICAL PROPOSALS FOR TEACHERS WHO TEACH THE PORTUGUESE ALPHABET TO STUDENTS WITH GREATER FLUENCY IN NATIONAL LANGUAGES

Abstract

 The present article addresses the methodological gap in teaching the Portuguese alphabet to Primary Education students in rural areas, where national languages are predominant. The relevance of the study arises from the observation of low academic performance in these regions a problem directly linked to the difficulty teachers face when teaching in multilingual contexts without adequate didactic support. The research aims to provide teachers with effective and adapted methodologies that enable them to overcome linguistic barriers and improve the learning process. The goal is for teachers to feel more confident and better equipped to work in environments where Portuguese is often a second language for students. The nature of the study is descriptive, with a qualitative-quantitative approach, combining numerical data analysis with an in-depth discussion of pedagogical and contextual practices. The research involved 141 participants, including primary school teachers and students from rural areas, allowing for a comprehensive analysis of the teaching-learning dynamic. The findings highlight the critical importance of teachers understanding new methodologies for teaching the alphabet. The use of vernacular languages not only fills a literacy gap but also serves as an essential pedagogical tool to mediate the learning of the Portuguese alphabet, thus ensuring more effective and contextualized learning.