ANALYSIS OF SUCCESSFUL LITERACY PRACTICES FROM THE PERSPECTIVE OF A LITERACY TEACHER

Abstract

Literacy has been the subject of extensive research in recent years, yielding significant contributions to basic education, particularly in the role of literacy teachers and in the teaching of reading and writing. This article aims to present the findings of a study conducted in elementary education that analyzed literacy practices deemed successful from the perspective of a literacy teacher. The focus was on highlighting the activities associated with these practices, identifying the literacy knowledge mobilized, and understanding the reasons for their success. Grounded in the historical-cultural perspective of language and human development, literacy is conceived as a cultural phenomenon intrinsically linked to the use of language and occurring through processes of internalization mediated by social interaction. To collect data, a field diary was used to record classroom observations of literacy lessons, along with a protocol consisting of three questions administered during an interview with the literacy teacher. Data analysis was conducted using content analysis techniques, enabling the identification and categorization of emerging themes, which were then connected to the theoretical framework. The study concluded that most practices lack clear definitions regarding the teaching and learning needs at this stage and fail to account for the child’s intellectual activity, an essential aspect for understanding and appropriating writing as a symbolic system for mediating reality and fostering human development.