A alfabetização na perspectiva de Magda Soares: reflexões sobre a prática pedagógica

Abstract

The literacy perspective proposed by Magda Soares provides an important framework for organizing teaching practices that integrate the acquisition of the writing system with the social practices of reading and writing. This study aims to investigate the contributions of this perspective to literacy by combining a literature review with an experience report conducted in a second-grade class at a public elementary school consisting of 25 students. The analysis is based on Magda Soares' principal works and on the experience of the Craque pela Leitura project, designed to promote systematic reading practices mediated by the teacher. The findings indicate increased student interest in reading, progress in writing development, strengthened reading autonomy, and greater engagement in literacy activities. Challenges related to family support and the continuity of extracurricular activities were also identified, highlighting contextual factors that influence the learning process. It is concluded that the integration of literacy acquisition and literacy practices, supported by planned, contextualized, and socially meaningful pedagogical approaches, enhances the development of reading competence and reaffirms the continued relevance of Magda Soares' theoretical framework for improving literacy practices in public schools.