BETWEEN INTENTIONS AND PRACTICES: ANALYSIS OF TEACHING IN READING AND WRITING IN EARLY CHILDHOOD EDUCATION

Abstract

This article, based on a qualitative approach and an analytical-reflective perspective, analyzes teaching practices related to reading and writing in a Pre-School II class within the municipal education system of Curaçá-BA, Brazil. The study aims to examine the pedagogical strategies employed by the teacher, based on the articulation between participant observation and a semi-structured interview. The results reveal practices aligned with the perspective of literacy as a social practice, promoting children's engagement in meaningful language experiences, particularly through emergent writing and narrative activities. However, the analysis also highlights tensions between pedagogical conceptions and their implementation in everyday practice, especially in light of group heterogeneity and inclusive education demands. It is concluded that the analyzed teaching practice has the potential to foster the development of children's linguistic abilities, while also indicating the need for more systematic pedagogical strategies to address diversity, reaffirming reflective teacher education as a key element in improving educational practices.