Competencies and skills involved in the alphabetic learning and literacy process

The perspective of curriculum documents

Abstract

Considering the persistent school failure of alphabetic learning in Brazil, this study aims to carry out a literature review on learning to read and write in the Elementary School based on curricular documents approved at national and state levels, respectively: the National Common Curricular Base (BNCC) and the Paraná Curricular Reference: principles, rights and guidelines (RCP). The methodology of this research is characterized as a documentary analysis of the BNCC and the RCP, comparing them with the old curricular documents. A narrative literature review was also carried out based on the studies by Soares (2009; 2020; 2022), Klein (2012), Soares and Batista (2005), Sebra and Dias (2011) and Foucambert (1994) about alphabetic learning and literacy, as well as adaptation of systematic literature review procedures to map productions published on the topic from 2015 to 2023. The studies performed point to weaknesses in the alphabetic learning and literacy process and contradictions in curricular documents. The practical basis of the research was built from the implementation of literacy activities from the Praxedes Didactic Manual (2023), applied in a 2nd year class in the municipal education system of Cornélio Procópio. The results show that the integration of contextualized and meaningful activities contributes to the development of students' reading and writing skills.