PEDAGOGICAL PRACTICES IN THE LITERACY PROCESS IN THE EARLY YEARS

Abstract

This article examines pedagogical practices that influence the literacy process in the early years of elementary school, highlighting how these approaches shape the development of reading and writing in diverse educational contexts. The general objective is to analyze didactic strategies that promote the transition from oral to written language, considering the specificities of the initial stage of schooling. The bibliographic research, as outlined by Godoi e Santos (2022), which emphasizes didactics as an organizing axis for educational actions, and by Egido (2024), which advocates literacy as a gradual construction of linguistic competencies, allowed for an in-depth exploration of recent theoretical contributions. Santos (2024) illustrates, in her analysis of distance literacy during the pandemic, how digital adaptations intensified the need for personalized interventions, while Narciso and Santos (2023) complement this view by discussing the educator's role in mediating literacy and children's everyday practices. The content reveals that such practices, when anchored in interdisciplinary projects, foster not only technical skills but also students' cognitive autonomy. This perspective underscores the urgency of curricular reformulations that integrate playfulness with conceptual rigor, expanding the transformative potential of early education in changing societies.