The challenges of teaching literacy in the final years of elementary school: possibilities for intervention

Abstract

This article discusses the literacy development and alphabetization of students in the final years of Brazilian Elementary Education who have not yet completed the literacy process. Its objective is to analyze pedagogical interventions reported in the scientific literature, identifying their outcomes, characteristics, and challenges. This qualitative literature review is based on six academic studies, including four journal articles and two master's dissertations, selected through searches conducted on Google Scholar. The studies were examined through exploratory, analytical, and interpretative reading, from which two analytical categories emerged: continuing teacher education and pedagogical action; and pedagogical practices as interventions for adolescent literacy. The findings indicate that effective interventions do not rely solely on specific literacy methods but rather on the articulation of continuing teacher education, intentional planning, contextualized practices, and recognition of students individual characteristics. Among the strategies identified are work with discourse genres, text rewriting, the use of digital resources, and playful learning activities. The study concludes that adolescent literacy requires planned pedagogical actions that are sensitive to heterogeneous classrooms and integrated with literacy practices.