READING AND WRITING: PEDAGOGICAL INTERVENTION AS AN EFFECTIVE MEANS IN CHILDREN'S LITERACY

Abstract

The challenge of literacy continues to be pursued and seen as a crucial task for those interested in the topic, such as family members of school-age children, scholars, public managers and teachers, especially the latter who are dedicated to teaching in the initial grades of Elementary School. Each teacher has their own methodology, their own teaching style on how to carry out the daily task of mediating the construction and acquisition of reading and writing, which is sometimes successful. In some way, the subject touches on the social fabric, requiring reflections that contribute to understanding and definitively overcoming this problem that has been dragging on, without a close solution being envisaged. This article sought the work of theorists Soares (2009), Ferreiro (2011,2014,2015), Grossi (1990), Antunes (2003) a space for dialogue so that this work a possible and well-founded, since their theories move extensively within the theme of writing and reading, their challenges and possibilities but, above all, his theories offer an opportunity for reflection and review of teaching practices, many of which are rooted in proven anachronistic methods, which no respond to the demands of current schools, within the scope of technological transformations, customs and, especially with regard to writing and reading, their demands that grow day by day.