PROPOSALS FOR IMPROVING THE READING AND WRITING PROGRAM IN THE 2ND GRADE OF ELEMENTARY SCHOOL

Abstract

This article aims to analyze proposals for improving the Reading and Writing program in the 2nd year of Elementary School, considering its contributions and challenges in the literacy process. The research adopted a qualitative, bibliographical approach, based on the analysis of academic productions and official documents that discuss literacy, educational public policies, and pedagogical practices in the early years. The results indicate that the program has significant potential to strengthen the teaching of reading and writing, especially by offering pedagogical guidelines and structured materials. However, its effectiveness depends on teacher mediation, the flexibility of the proposals, and alignment with the realities of the classes. The research also highlights the importance of continuing education, process-based assessment, pedagogical monitoring, and the partnership between school and family for the consolidation of literacy in the 2nd year. It concludes that improvement proposals should go beyond teaching materials, encompassing formative and organizational actions that value the teacher and ensure more meaningful, inclusive literacy practices committed to the right to learning.