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.
