ORALIDADE, ESCRITA E LETRAMENTO: UMA ANÁLISE DA AQUISIÇÃO DA LINGUAGEM E COMPETÊNCIA ESCRITA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM GOIÁS SEGUNDO A BNCC

Abstract

This dissertation analyzes the relationship between orality, writing, and literacy in the early years of Elementary Education in Goiás, based on the guidelines of the National Common Curricular Base (BNCC) and the Expanded Curricular Document for Goiás (DC-GO Ampliado). The study investigates whether these educational guidelines promote effective integration of pedagogical practices that simultaneously value orality and writing, resulting in comprehensive and meaningful literacy. The general objective was to examine orality, writing, and literacy in the early years of Elementary Education, highlighting the relationship between language acquisition and the development of writing skills in Goiás as per the BNCC and the DC-GO Ampliado. Methodologically, the research employed a bibliographic and documentary approach, analyzing relevant academic publications and official documents of the BNCC and the DC-GO Ampliado. The main findings indicate that curricular guidelines emphasize the importance of integrating orality and writing in pedagogical practices, such as oral narratives, debates, integrated reading and writing activities, word games, and conversation circles. These practices are essential for promoting language acquisition and developing writing skills, contributing to effective literacy. However, the research identified significant gaps, such as the need for ongoing teacher training and the adaptation of pedagogical practices to the local realities of schools. The linguistic diversity of students and the practical application of the guidelines still lack detailed empirical studies exploring their effectiveness in the early years of Elementary Education. Future research perspectives include empirical investigation into the implementation of the pedagogical practices recommended by the BNCC and the DC-GO Ampliado in different school contexts, as well as analyzing how continuous teacher training can be enhanced to support the effective application of these guidelin.