LITERACY METHODS IN THE TEACHING-LEARNING PROCESS: THEORETICAL PERSPECTIVES AND PEDAGOGICAL IMPLICATIONS

Abstract

 Literacy acquisition an intricate journey encompasses not only linguistic and cognitive aspects but also social and cultural dimensions, extending far beyond the mere memorization of letters. Thus, this article analyzes various literacy approaches historically established in Brazilian education, discussing their foundations, teaching methods, contributions, and limitations, while drawing upon the work of prominent authors such as Soares, Ferreiro, Vygotsky, Freire, Moll, and Mortatti. This theoretical framework deepens the understanding of children's learning processes and the teacher's decisive influence on the development of reading and writing skills. It also becomes evident that no single methodology can encompass the vast array of practices found in schools. In essence, literacy education requires cohesive pedagogical strategies tailored to the specific context and grounded in scientific evidence that consider the student holistically and view writing as a social practice.