DIFICULDADE DE APRENDIZAGEM ESPECÍFICA NO PROCESSO DE ALFABETIZAÇÃO DA TURMA DO 2º ANO DO ENSINO FUNDAMENTAL DA ESCOLA MUNICIPAL JOSÉ GARCIA RODRIGUES NA CIDADE DE MANAUS-AM/BRASIL NO PERÍODO 2022/2023

The transformations of the Brazilian educational system since the enactment of the Law of Guidelines and Bases of National Education (LDB) - Law No. 9,394/1996 aim to educate children, adolescents, and young people prepared to face contemporary changes. In this context, attention to learning difficulties, as a way of addressing diversity, becomes an educational response for primary school professionals. Thus, this dissertative monograph essay aimed to analyze the practices used in the daily literacy period as a resource inserted in the literacy environment of children with reading difficulties in the 2nd grade of Elementary School at the Jose Garcia Rodrigues Municipal School in the city of Manaus, Amazonas, Brazil, during the 2022/2023 term. To this end, this work was theoretically based on the studies of Brággio (2012); Frago (2013); Giroux (2013); Graff (2016); Lima (2013); Lomônaco (2017); Mool (2014); and Pinto (2010), in addition to field research involving six teachers from the José Garcia Rodrigues Municipal School. Thus, the topic addressed in this research, from the perspective of literacy in the second year of elementary school, reflects the need to improve the literacy teaching-learning process to meet the potential of all students.