ALFABETIZAÇÃO E LETRAMENTO NA EDUCAÇÃO BÁSICA: FOCO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Resumo

This article addresses the theme of literacy and reading comprehension in the early years of elementary school, aiming to analyze how these processes contribute to the understanding of reading and writing in the contemporary context, especially in the first and second years of this stage of schooling. It is understood that literacy and reading comprehension, although distinct in their specificities, constitute interdependent processes, insofar as mastery of the writing system, involving the relationship between graphemes and phonemes, enables the reading of the written code, while reading comprehension expands the meanings of this reading by inserting it into the social practices that permeate the literate universe. In this sense, reading and writing are configured as systems that develop gradually, as children build skills and competencies throughout the literacy process. Methodologically, the study is based on bibliographic research, articulated with project-based pedagogy, as a strategy for organizing educational practices. The results show that literacy and reading comprehension promote the expansion of knowledge by articulating dimensions such as access to information, the development of critical thinking, and the playful nature of learning. Therefore, it is the school's responsibility to organize pedagogical times and spaces that enable students to overcome difficulties and reach more elaborate levels of understanding and analysis of different textual genres. To this end, it is essential that teachers use diverse methodologies, based on playfulness, creativity, and pedagogical innovation, in order to enhance the teaching and learning process in the initial stages of schooling.