WHEN TEACHING WRITING DOES NOT MEAN MASTERING WRITING: LIMITS OF A LITERACY CAMPAIGN

Abstract

It is well established that developing good writing skills relies on making correct and timely inferences; in this context, the study sought to examine—using precise arguments—the concept of "social writing" from the perspective of literacy and the initial acquisition of reading and writing skills among elementary school students. The objective of this study was to analyze the activities proposed for fostering the social writing of 3rd-grade elementary students at a municipal school in Manaus. A qualitative field research approach was adopted, with data collection taking place between 2023 and 2024, involving systematic note-taking in a field journal during the classes taught. Theoretical insights from scholars such as Mortatti (2006; 2011), Soares (2014; 2016; 2017), and Smolka (2012) were fundamental to constructing an analytical understanding of writing within the processes of literacy acquisition. The study presents a brief historical overview of literacy education in Brazil and the use of traditional primer-based methods. Data analysis reveals a writing practice rooted in standardized methods, highlighting a dichotomy in the social writing process of 3rd-grade elementary students.