Um relato de experiência no projeto práticas de ensino na alfabetização e a progressão da aprendizagem

Abstract

This paper reports on an experience in the field of literacy at a public school located in the city of Bayeux, Paraíba (PB), Brazil. This experience resulted from participation in the project "Teaching practices in literacy in public schools and learning progression: monitoring non-literate 3rd-grade elementary school children," which is affiliated with Prolicen/UFPB. Throughout this journey, we deepened our studies on literacy, planning, development of didactic resources, and pedagogical monitoring of children. The specific objective of this report is to reflect on the project's contributions to both the children's literacy process and the initial training of literacy teachers. For data collection, we used photographic records, entries from a field diary, and analysis of the project report. The theoretical framework is based on the contributions of Soares (2020), Ferraz and Borges (2005), Galvão and Leal (2005), among other authors. The report highlights that the activities developed within the scope of the project were highly relevant to the progress of children in the literacy phase. Furthermore, the experience was essential for my initial training as a literacy teacher.