EVIDÊNCIAS CIENTÍFICAS NO PROCESSO DE ALFABETIZAÇÃO E LETRAMENTO DE CRIANÇAS DO 1º E 2º DO ENSINO FUNDAMENTAL

Abstract

This article hás to reflect on scientific evidence in the literacy process of children in the 1st and 2nd year of Elementary School. The methodology followed was a bibliographic review, whose main theorists were: Santos (2022); Cardoso (2022); Montessori (1987); Soares (2020); Emilia (1985); Vygotsk (1991); Chassot (2003); Guerra (2015). From the reflections on the subject, it is concluded. that it is possible to teach all students to read and write in one school year, since, theliteracy teacher hás reconstructed the scientific knowledge about how to teach reading and writing, resignifying and incorporating the theoretical assumptions. With consistency in your teaching practice. The proposal of literacy based on scientific evidence, through concepts such as literacy and numeracy, hás been widespread in the educational around because it is efficient in theteaching and learning process. In relation to scientific literacy, whose methodological approaches are contextualized, throught the practice of reading, making it possible to understand the relationships between science, technology and society. In this context, scientific literacy expands the function of this education, incorporates the discussion of these values, questions the model of scientific and technological development. It should be noted that literacy should provide not only the reading of scientific and technological information, but the interpretation of its social role, based on changes in program content as well as the methodological processes of evaluation. From the reflections on the subject, it is concluded that it is possible to teach all students to read and write in one school year, provided that the literacy teacher has reconstructed the scientific knowledge about how to teach reading and writing, resignifying and incorporating the theoretical assumptions. with consistency in their teaching practice