Literacy practices beyond the polarization of methods: reflections on lived experiences

Abstract

Throughout the history of literacy education in Brazil, various methods have been used, ranging from synthetic approaches to constructivist perspectives. This study is a case study that investigates the pedagogical practices of a first-grade teacher in elementary education. The article seeks to understand whether adopting different methodological approaches in the literacy process offers educational benefits. It highlights the importance of literacy as a meaningful social practice and advocates for incorporating metacognitive strategies during literacy instruction. The objective is to determine whether blending different literacy methods enhances teaching and learning outcomes. The interventions were adapted based on the initial diagnostic assessment, aiming to integrate diverse practices that emphasize literacy from a broader perspective. Following Magda Soares’ framework, the study observed significant progress after systematic interventions and periodic feedback, underscoring the importance of expanding exposure to written culture and strengthening literacy development from a social literacy perspective. The study concludes that combining methodologies can be beneficial, as each method may effectively address different learning needs. However, it is crucial to implement interventions tailored to the individual learning processes of each student.