Práticas de alfabetização nos anos iniciais do ensino fundamental: teorias, normas e formação docente

Abstract

Given the dimension of the impact of illiteracy in the life of an individual and in society, this work reflects the importance of literacy practices in the early years of elementary school, as a very important stage of basic education, where childhood literacy should take place. Aiming at structuring a bibliographical base, basing the teaching practice of literacy on learning and sociocultural theories, on the laws that guide education and teacher training. This research presents interpreters of theorists such as Jean Piaget, with the cognitive development of the child, Vygotsky, through the understanding of the Zones of Proximal Distance and Paulo Freire, presenting the Freirean methodology. Analyzing the official literacy standards, namely: National Curriculum Guidelines for Basic Education (DCNs, 2013, MEC), Common National Curriculum Base (BNCC, 2017, MEC) and the National Literacy Plan (PNA, 2019, MEC). Directing teachers to a foundation of their literacy practices in theories and official norms, valuing their training.