READING AND WRITING PRACTICES DEVELOPED WITH 2ND YEAR ELEMENTARY SCHOOL STUDENTS

Abstract

This study addresses the pedagogical practices of reading and writing in the context of literacy. To this end, we investigated how these practices are carried out in a 2nd year elementary school class in the only municipal public school in a city in the state of Bahia. The main objective was to examine how pedagogical reading and writing practices occur. One of the specific objectives was to describe and analyze the reading and writing strategies used by the teacher in the classroom. The research was based on authors such as Soares (2003; 2004; 2016; 2020), Tfouni (2006), Ferreiro and Teberosky (1999), among others. The methodology included classroom observations, document analysis and semi-structured interviews. The results showed that the teacher, although shy, distinguishes literacy from literacy, demonstrating an initial understanding of these two pedagogical approaches. She uses varied textual genres in the classroom, both in reading and writing activities, seeking to provide students with a broader and more contextualized experience with the language. In addition, he frequently uses the textbook to work on grammatical, spelling and structural aspects of texts.