READING AND WRITING IN THE EARLY YEARS OF ELEMENTARY SCHOOL: TEACHING PRACTICE FROM THE STUDENT'S VOICE

This article presents a study which explored the school practices of reading and writing in the early years of elementary school. Through observations in classrooms, from 1st to 5th grade, the study aimed to identify which activities of reading and writing were proposed most often in the classroom by teachers. Based on the observed data, some students were selected for interviews in order to collect information about how they perceived the performed activities. The data analysis confirms a teaching conception of reading and writing that introduces the use of text only after students become literate. Students, in turn, proved to be available, sensitive and open to the proposed activities, regardless of the level of reflection required.