2025-11-042025-11-042025-10-15GOMES, Joicyellen Pâmela Ferreira. Leitura e escrita em foco: obstáculos para a aprendizagem de alunos do 4º ano na E.M.E.F Mariuadir Santos – Abaetetuba-PA. Orientadora: Sandra Karina Barbosa Mendes. 2025. 27 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8788. Acesso em:.https://bdm.ufpa.br/handle/prefix/8788Reading and writing are essential skills within the learning process; however, several factors hinder their development. In this context, the present study aims to analyze the obstacles that interfere with students’ acquisition of reading and writing skills. More specifically, it seeks to identify the main factors that contribute to students’ difficulties in these areas and to examine how pedagogical practices and the school environment can promote the development of such competencies. The theoretical framework draws on authors such as Paulo Freire (1988; 2019), Maria Franco (2015; 2016), Emília Ferreiro (1999), Morais (1997), among others. Methodologically, the research is grounded in a qualitative approach, employing observation and a semi-structured interview with the teacher responsible for the observed class as data collection instruments. The study was conducted at E.M.E.F. Mariuadir Santos, located in Abaetetuba, Pará, with a 4th-grade elementary class. The findings reveal that factors such as inadequate infrastructure and lack of resources, teaching methodology, the family–school relationship, and the school curriculum significantly affect the development of students’ reading and writing skills. Furthermore, the analysis of pedagogical practices aimed at enhancing these abilities indicates that they should be implemented in an engaging manner, continuously seeking methodological improvements, and allowing students to actively participate in their own learning process. In conclusion, the study highlights that overcoming the challenges of reading and writing acquisition and ensuring quality learning requires the joint and harmonious efforts of the school, family, and broader social context. Only through this synergy will it be possible to foster the development of critical and engaged citizens.Acesso AbertoLeitura e escritaDificuldade de aprendizagemPráticas pedagógicasReading and writingLearning difficultiesPedagogical practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil