Práticas pedagógicas no 1º ano do Ensino Fundamental: a apropriação da linguagem escrita

Abstract

In the educational setting and in society, writing plays a fundamental role in the development of new skills, which will be essential for students in the acquisition of knowledge. When children enter the first year of elementary school, they are in the process of becoming literate. In this context, they will be experiencing daily contact with writin g. Thus, the teacher, as the main mediator of the teaching and learning process, needs to articulate pedagogical practices that help children to reflect on the teaching of writing, not limiting them only to graphic repetitions and systematic teaching, but that they can use it as a social resource, promoting communication and interaction. The choice for this theme came from readings and experiences in the Pedagogy course at the Faculty of Education (Faced/UFC), and from the researcher's experience in the non mandatory internship. Thus, this paper aims to analyze the pedagogical practices that stimulate the written language in the first year of elementary school. It is based on the ideas of theorists who dialogue with the main themes of the research, such as S oares (2020), Colello (2021), Teberosky and Colomer (2003), and Franco (2012). The research is characterized as qualitative and exploratory, of bibliographic and field studies type. The data were obtained through questionnaires, via google forms, sent to 1 1 1st grade teachers from the public school system. The results of the research indicate that the teachers have diversified pedagogical practices and make use of different resources and materials to enable the active participation and development of childr en with written language.