The organization of pedagogical work in literacy classrooms in the last decade (2010-2020)

Abstract

This text aims to study the organization of pedagogical work in literacy classrooms in the last decade (2010-2020), investigating, through a bibliographic review, how theorists in the field and some significant public literacy policies have contributed to the proposition of this organization. Our research indicated that the organization of this work should consider curricular issues, such as teaching and learning objects, objectives and content, and planning of teaching practices. The research results show that the unanimous teaching and learning objects for the development of an effective literacy process in the last decade, according to our theoretical framework, are orality, writing, and reading, for which we aim to develop specific and integrated skills. Among the main teaching strategies that can enable well-planned, structured language pedagogical practices with a high potential for learning progression are pedagogical projects and didactic sequences taking place within a literacy context and environment that considers concrete and real sociocultural practices of language use, which highlight the significance of these activities for students. In this process, the organization of spaces, times, resources, and assessment is essential and can enhance more successful learning.