PEDAGOGICAL PRACTICES FOR LITERACY IN THE EARLY YEARS OF ELEMENTARY SCHOOL: A SYSTEMATIC LITERATURE REVIEW (2015-2026)

Abstract

This article presents a systematic literature review on pedagogical practices aimed at literacy acquisition by children in the 1st and 2nd grades of Elementary School, with special attention to reading and writing learning. The problem guiding the review is to understand which pedagogical practices have been investigated by scientific production and what contributions these studies indicate for literacy in the early years. The methodology adopted was a systematic literature review, of a bibliographic nature and qualitative approach, with thematic synthesis of the selected studies and documentation of the search and selection flow based on the PRISMA 2020 guidelines. The search was carried out in the SciELO database (Brazil collection), with descriptors in Portuguese, English and Spanish, from 2015 to 2026, resulting in the inclusion of 16 studies. The results show the dispute between literacy concepts, the centrality of recent curricular policies (BNCC, the National Literacy Policy and related programs) in scientific production, the relevance of cognitive processes, especially phonological awareness, and the persistence of gaps regarding empirical research on teaching mediation practices in the classroom. It is concluded that recent scientific production supports the defense of literacy articulated with letramento and signals the need for studies that investigate the daily pedagogical practices in the early years.