SPACE AND LITERACY IN THE FIRST FIRST YEARS OF KEY EDUCATION: THE OBSERVED REALITY

Abstract

This article is part of a larger research, of qualitative approach, covering studies on acquisition of reading and writing and literacy. The purpose of this paper is to present some considerations on how the teachers of the pedagogical block, which comprehends the first three years of Elementary School, have been using the classroom space as a strategy for literacy. The empirical field of this study is a municipal public school. We sought the legal basis to explain the organization and purpose of the literacy block and approached the literacy as a process in constant development in school learning, in a especial way, in recreational activities. By relating the National Curriculum Guidelines for the Elementary School of Nine Years with the evidence gathered from the data collection, it was possible to notice divergences between what the legislation determines for this stage and what is happening in practice in the observed school. The work with literacy carried out in an ideal environment to interactions, continuing the early Childhood Education, marked by learning processes from experiences, is recorded only in the Pedagogical Political Project, but is little observed in pedagogical practices. Repetition takes the place the plays, text diversity loses space for word fragmentation and thus, this ends up reflecting on the little exploration of the classroom space, since the interventions promote little playful moments and interaction. We used the theoretical studies of Soares (2014; 2017), Becker (1993; 2001), Ferreiro (1991), among others.