9-year elementary school: what do children and teachers do and say about reading and writing?

Abstract

Reading and writing activities held between 2010 and 2011, besides interviews with teachers in the 9-year elementary school (9YES), in public schools within the Vale do Rio dos Sinos region constitute the data this work is focused on. From what has been observed, the admission of 6 year old children in the first year is being productive and well valorized by the school community, aiming in a wider mode, to the writing domain during the second year. It is necessary, however, to pay attention to the fact that there are different times for children: whereas some of them evidence the domain of written language during the first year, other children need to go beyond the second year. Studies about those experiences allow us to know even more about how and what for reading and writing in school happens, because those experiences also direct the action and the insertion of students in society.