Law 11.274/2006 and its implications in the everyday practice of reading and writing classes

Abstract

This article aims to show how the organization of time, the conjunction between the three first years of lower school and the conception of reading and writing teaching as defined in Law 11.274/06 have been incorporated into the everyday reading and writing classes in public schools. The data gathered through observation, interviews and document analysis show that each school has its organization of time laid down by official documents, and that there is not yet any pedagogic practice established between the 1st, 2nd and 3rd years of teaching. Furthermore, it is also shown that everyone has the traditional idea of teaching as a guideline that is conditioning the children to a mode of appropriation of reading and writing that is quite limited if one considers the perspective of literacy as being able to read and write as incorporated in the education curriculum policies that determine the reading and writing class practice. Keywords: Elementary school. Reading and Writing Classes. Pedagogic Practice.

Keywords

• ensino fundamental
• classe de alfabetização
• prática pedagógica