Alfabetizar letrando nos anos iniciais.

Abstract

The purpose of this paper is to reflect on the literacy process in the early years, particularly on teaching literacy through literate practices. The study of this theme is justified by addressing a process directly related to the path that students follow in school environments and complete in their daily routines, as reading and writing, in a literate society, are fundamental for both individual and collective development. This research is qualitative, focusing on descriptive research, with bibliographic research as the main data collection tool, through which theoretical reference data on Literacy and Literate Practices were gathered. It is worth noting that the theoretical foundation is based on the following authors: Soares (2009), Kleiman (2005), Freire (1989), Street (2014), Kalantzis; Cope; Pinheiro (2012), among others. The general objective is to investigate the development of literacy within the process of teaching reading and writing. The specific objectives are to research literacy in its various contexts; to recognize the impacts that teaching literacy through literate practices has on student development; and to discuss how educators in training can overcome challenges and work on teaching literacy through literate practices. Thus, the intention is to contribute to the development of studies regarding literacy in conjunction with teaching reading and writing, which will provide educators with greater clarity and skill in the practice of teaching literacy through literate practices in the early years of elementary education.