READING AND WRITING IN THE LITERACY CYCLE: SUCCESSFUL PRACTICES

Abstract

The present article aimed to analyze the contributions of successful practices developed during the literacy cycle to the development of reading and writing, with emphasis on the articulation between didactic planning, playfulness, literacy, and formative assessment. The study addressed the topic of literacy in the early years of elementary education, focusing on successful pedagogical experiences implemented in diverse school contexts. The adopted methodology was based on bibliographic research, through the analysis of scientific publications available on Google Scholar, published between 2018 and 2025, selected according to criteria of timeliness, relevance, and full-text availability. Data analysis revealed that practices planned based on prior diagnostics and incorporating interactive strategies, educational games, and continuous mediation demonstrated greater effectiveness in consolidating the alphabetic writing system. It was also found that formative assessment, when incorporated as an instrument of monitoring and replanning, supported student progress throughout their learning processes. The research showed that literacy, when guided by well-founded practices attentive to diversity, contributes to educational equity and to the strengthening of the right to quality education. It was concluded, therefore, that the success of the analyzed experiences was linked to pedagogical intentionality, respect for students’ learning pace, and a commitment to their holistic development.