OS DESAFIOS DO USO DA SEQUÊNCIA DIDÁTICA NOS ANOS INICIAIS: UMA REVISÃO DA LITERATURA

Abstract

This article discusses the mishaps found in the development of didactic sequences in the literacy cycle, pointing out the pros and cons of this process, so that we find the outcome for the question: what challenges can be found in the use of the didactic sequence in the literacy cycle ? To achieve the verification of this problem, we list as a general objective: to understand how the application of didactic sequence in the literacy cycle has been carried out in the last 05 years, which in turn, to be achieved, was divided into 02 specific objectives: 01) to analyze the what researches say about the application of the didactic sequence in the literacy cycle. 02) what the official documents say about the use of didactic sequence in the literacy cycle. In the development of the research, the developments through which it was carried out consisted of a qualitative research, carried out through a bibliographical study, based on what Prodanov and Freitas (2013), Marconi and Lakatos (2007) guide. The research revealed that the didactic sequence is still a little used methodological resource, despite its didactic potential, there is still some resistance on the part of many teachers in maintaining its constant use.