A contribuição dos símbolos gráficos no processo de alfabetização: um relato autobiográfico a partir do estágio supervisionado no 1° ano do ensino fundamental

Abstract

The literacy process in the carly years of elementary school involves different forms of language, including visual language, which manifests itself through graphie symbols in children’s daily lives. In this context, understanding how these elements contribute to the construction of knowledge becomes fundamental to pedagogical practice. Indeed, this report presents an account of an experience developed within the scope of the Mandatory Supervised Internship III, a curricular component of the early years Elementary Education, in a municipal public school in João Pessoa – PB. The research is characterized as qualitative, autobiographical in nature, based on reflection on the author's educational trajectory and the experiences built during the internship. The study aimed to investigate the contribution of graphic symbols in the literacy process. To achieve the objectives, it sought to analyze how graphic symbols favor the construction of prior knowledge necessary for literacy, understand how 1st-grade students interpret these symbols in their daily lives, and identify the relationship between visual language, phonological awareness, and initial writing. The methodology involved participant observation, lesson plan development, and supervised teaching practices, connecting theory and practice.The pedagogical interventions covered the following areas: graphic symbols in general, mathematical symbols, linguistic symbols, the relationship between phonemes and graphemes, and the Alphabetic Writing System (AWS). The results show that children build hypotheses about writing even before formal instruction and that intentional exploration of graphic symbols can significantly contribute to literacy development. It is concluded that supervised internship constitutes a privileged space for teacher learning, enabling the construction of professional identity through critical reflection on pedagogical practice.