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This paper aims to discuss the importance of literacy and linguistic literacy in the literacy journey of children in the early years of Basic Education, as well as, makes a critical analysis of the teacher's role as mediator of the emancipation process, empowerment and strengthening of the students' protagonism. A bibliographical research was carried out, considering the contributions of authors such as CAGLIARI (1997), FREIRE (1993), and ELIAS (2000), among others. This discussion is relevant for reflection and possible re-signification of pedagogical praxis in educational spaces, especially those focused on literacy and literacy actions. Studying the relevance of linguistic literacy and literacy in the teaching and learning process in the early years of Basic Education allows us to analyze the linguistic aspects related to literacy and literacy that, in an emancipatory perspective, goes beyond the boundaries of pure and simple decoding of letters, respecting the individualities, times and rhythms of the actors involved in the educational act.
This paper aims to discuss the importance of literacy and linguistic literacy in the literacy journey of children in the early years of Basic Education, as well as, makes a critical analysis of the teacher's role as mediator of the emancipation process, empowerment and strengthening of the students' protagonism. A bibliographical research was carried out, considering the contributions of authors such as CAGLIARI (1997), FREIRE (1993), and ELIAS (2000), among others. This discussion is relevant for reflection and possible re-signification of pedagogical praxis in educational spaces, especially those focused on literacy and literacy actions. Studying the relevance of linguistic literacy and literacy in the teaching and learning process in the early years of Basic Education allows us to analyze the linguistic aspects related to literacy and literacy that, in an emancipatory perspective, goes beyond the boundaries of pure and simple decoding of letters, respecting the individualities, times and rhythms of the actors involved in the educational act.
This paper aims to discuss the importance of literacy and linguistic literacy in the literacy journey of children in the early years of Basic Education, as well as, makes a critical analysis of the teacher's role as mediator of the emancipation process, empowerment and strengthening of the students' protagonism. A bibliographical research was carried out, considering the contributions of authors such as CAGLIARI (1997), FREIRE (1993), and ELIAS (2000), among others. This discussion is relevant for reflection and possible re-signification of pedagogical praxis in educational spaces, especially those focused on literacy and literacy actions. Studying the relevance of linguistic literacy and literacy in the teaching and learning process in the early years of Basic Education allows us to analyze the linguistic aspects related to literacy and literacy that, in an emancipatory perspective, goes beyond the boundaries of pure and simple decoding of letters, respecting the individualities, times and rhythms of the actors involved in the educational act.