Professoras alfabetizadoras e a identificação precoce dos problemas de leitura: interfaces entre a educação e a fonoaudiologia

Abstract

The object of this work is to study the conception and performance of literacy teachers on the Response to Intervention (RTI), and the general objective is to analyze the conceptions of literacy teachers about the implementation of the first layer of the RTI, a speech therapy program for stimulation of tutored metaphonological skills. The study was raised from the following problematizing questions: what are the conceptions of literacy teachers about the RTI in the literacy process of children in the early years of Elementary School? Is it possible to carry out the practice of RTI in the early years of Elementary School? How? What are the facilitating and/or hindering aspects for the implementation of RTI in the early years of Elementary School? What are the conceptions of literacy teachers and the pedagogical support team about the knowledge and practice of the speech therapist in the practice of literacy and in the composition of the multidisciplinary education team? To cover this conjecture, the study sought to highlight the relationship between speech therapy and education in its theoretical framework; traced its methodological path through a qualitative and exploratory approach that used as a data construction instrument a semi-structured interview applied to three literacy teachers working in the municipal education network of the city of Cruzeiro da Fortaleza - MG, and who participated in the implementation of the first RTI layer; in addition to the interview, the researcher conducted participant observation during the process. Data analysis has included the transcription of interviews and participant observation records and has been described in the elaboration of two categories of analysis: 1) The conceptions of literacy teachers about the RTI in the literacy process; 2) The practice of RTI in schools: facilitating and hindering aspects. Based on the investigation, it was possible to experience that working with RTI in literacy classrooms was a challenge that brought contributions both to the literacy process, anchored by pedagogy, and to the development of actions in carrying out new interventions in the scope of educational speech therapy. . The interdisciplinary relationship stands out in the influences coming from data analysis and reveals that knowledge, sharing and flexibility are essential for the implementation and operation of the RTI.