LITERACY OF ELEMENTARY SCHOOL I STUDENTS FROM THE PERSPECTIVE OF LITERACY BASED ON DIVERSE TEXTUAL GENRES

Abstract

This article aims to analyze the experience of developing literacy with students in the literacy phase of elementary school 1. It will be carried out and developed inthe light of the literacy perspective, based on the insertion of different textual genres in the process. Having as fundamenal support the theoretical basis of Magda Soares, Malene Carvalho and Paulo Freire, among others. It aims to lead the teacher to develop practices of insertion of different textual genres concomitantly with the decoding of the written code, making this process insert the student in a meaningful environment that leads him to lead him in search of an appropriation of reading and writing for use in social life, directing it to different paths of citizenship. It is important to point out that in order to learn to read, it is necessary to appropriate the letters and sounds that the texts represent, but it is also essential to search for  the meaning of the text by really knowing what is written. The aim is thus to show that undoubtedly the articulation of the two facets of learning: literacy and literacy will contribute positively so that reading and writing go beyond the domain of the alphabetic and orthografic system, thus corroborating a positive change in the failure rates that has been suffering literacy, transforming students into people capable of understanding what they read and consequently express themselves clearly with their own vocabulary, in order above all to gain the world through new horizons.