Development of decoding skills and writing by children in Elementary School I in the intersectionality of race and gender.

• Grant number: 24/23332-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2025
• End date: December 31, 2025
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Aparecido José Couto Soares
• Grantee: Khauane Camargo Teixeira
• Host Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil

Abstract

The process of acquiring reading and writing is essential for social inclusion and the full exercise of citizenship, involving skills such as phonological decoding and orthographic coding. In Brazil, racial and gender disparities significantly affect academic performance, with the black population historically facing challenges related to access to education and the quality of teaching. This study seeks to analyze the influence of race and gender intersectionalities on the development of decoding and writing skills in elementary school children. The research will be carried out with 353 students from a municipal school in the south zone of São Paulo, divided between black/black children. mixed-race children (Research Group) and white children (Control Group). The methodology involves the application of standardized instruments, such as the Decoding Development Monitoring Protocol (PRADE) and the Writing subtest of the School Performance Test (TDE). It is expected to identify possible disparities between groups, contributing to deepening knowledge about sociocultural influences on school learning and to the formulation of more equitable speech therapy interventions. The results aim to provide data to promote more equitable educational and clinical practices, which consider racial and gender diversity in the Brazilian context.