THE HISTORICAL EVOLUTION OF LITERACY METHODS IN BRAZIL: FROM TRADITIONAL PRIMERS TO CONTEMPORARY APPROACHES

Abstract

This article aimed to analyze the historical evolution of literacy methods in Brazil, highlighting the shift from practices centered on traditional primers to contemporary approaches that broaden the meaning of learning to read and write. The study was conducted through a bibliographic review, with the selection and analysis of academic works and educational documents addressing literacy across different periods, as well as recent curricular guidelines. The findings indicate that primers played a structuring role in organizing teaching due to their sequencing and standardization, but they also reveal limitations when literacy is restricted to decoding and repetition, weakening comprehension and the social use of writing. The review also shows that current approaches value reading and text production in real contexts, incorporating multiple languages and media, which reinforces the need for continuous teacher education and adequate pedagogical conditions. It is concluded that progress in literacy does not depend on a single method, but on a balanced integration between the intentional teaching of the writing system and meaningful language practices, supported by consistent policies and high-quality teacher education.