CONTRIBUTOS TEÓRICOS PARA O CICLO DE ALFABETIZAÇÃO EM ESCOLAS MUNICIPAIS DE RIO VERDE – GO

Abstract

The present work is the result of a postgraduate research, which aimed to deepen the study on the use of reading and writing in the Literacy Cycle that comprises the 1st to the 3rd year of Elementary School. It is intended to verify its relationship of improving the quality of ality of teaching and life, with and understanding of the world of reading and writing in the period of literacy, resulting in the full development and acquisition of knowledge in order to build autonomy, criticism, social and in society. One of the hypotheses presented is the relationship between literacy and the student's prior knowledge, with pedagogical practice and the relevance of the teacher’s foundation in the early years, evidence the learning that is sought for the education of the literacy student as the one who analyzes, questions and knows how to express himself clearly and coherently. Education in the municipality of Rio Verde - GO adopts the Literacy Cycle system in the schools of the network, aiming at their literacy at the end of the cycle. The theoretical foundation is supported by authors who defend literacy, among them:Barbosa (2013), Leal and Morais (2010), Soares (2003), Freire (2001), Ferreiro (1983), among others. Teacher education and literacy as a process developed in the classroom and beyond, are relevant issues regarding the literacy process and pertinent reflections discussed here.