LITERACY IN ELEMENTARY SCHOOL I: AN ANALYSIS OF TEACHING PRACTICES IN THE FINAL YEARS OF THE EARLY ELEMENTARY CYCLE

Abstract

This article analyzes the pedagogical practices of literacy in the 4th and 5th grades of Elementary School in a municipal school in Manaus, investigating their importance for the development of students' reading and writing skills. The research, with a qualitative approach of a descriptive and exploratory nature, was developed with five teachers, 36 students, school administrators, and a pedagogical coordinator. Data collection occurred through methodological triangulation: semi-structured interviews, non-participant observation, focus groups, and document analysis. The results revealed significant tensions between the theoretical discourse aligned with contemporary conceptions of literacy as a social practice and the predominantly traditional pedagogical practice, with an emphasis on mechanical activities. The main challenges include the heterogeneity of learning levels, the scarcity of adequate didactic resources, and limitations in ongoing teacher training. It is concluded that the effective promotion of literacy requires not only the updating of pedagogical practices but also the overcoming of structural challenges that permeate the reality of Brazilian public schools.