Literacy Practices Developed in the Initial Reading Instruction Process: Possibilities for the Construction of Oral and Written Language in Social Contexts

• Autor(a) principal: Silva Júnior, Dilmar Rodrigues da
• Data de Publicação: 2021
• Outros Autores: Morais, Joelson de Sousa, Sousa Carvalho do Nascimento, Franc-Lane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5044

Abstract: This text is the result of a bibliographic research on initial reading instruction and literacy, which starts from the following research problem: what contributions does the literacy and the literacy process bring to the learning of children in the daily school routine mediated by teacher’s pedagogical practice? The objectives seek to: understand how the literacy process is constituted in the early years of elementary school, as well as to reflect on the contributions of literacy and literacy in the child's development and learning in school education. The results show that enhancing aspects of initial reading instruction in children's literacy is a complex task, which requires the teacher to know the dimensions that involve human development, both internal and external factors and their interrelation with the context of practices, uses and social functions of reading and writing. Thus, this process of initial reading instruction and literacy can only be consolidated when the child's intrapsychic, linguistic, affective and social capacities are in a fundamental maturation stage in order to be able to develop such capacities in view of learning in the education process. Keywords: Reading and Literacy. Pedagogical Practice. Elementary School.