DIDACTIC SEQUENCE: EFFECTIVE PROCEDURE IN THE ALFABETIZACAO AND LITERACY AND IN THE FIRST CYCLE OF REGULAR EDUCATION

The use of text as a unit of meaning for the practice with didactic sequences in the 1st year of elementary school contributes to the consolidation of the alfabetizacao and literacy processes of children, such as that achieved by students of the educational network of Porteiras CE in 2017. This paper proposes to analyze the relevance for the teacher of the first cycle of elementary school to invest in the work with didactic sequences, guaranteeing the development of skills related to the consolidation of the processo of alfabetizacao and literacy. The contributions of Soares (1998), Tfouni (1998) and Dolz; Noverraz; Schneuwly (2010). We also dealt with the legal guidelines contained in the National Curricular Parameters for Elementary School - Portuguese Language (1997). In the methodological procedures, we adopted a qualitative analysis, based on samples of the textual productions available by the local teacher. The results have shown that of the 262 children enrolled in the first year of elementary school in 2017, by the end of the 3rd bimester, 94 children had already developed basic reading and writing skills, evidenced in the rewriting of a fantastic story and a fable. Based on these results, we concluded that the didactic sequence is an effective procedure for developing the skills predicted for this cycle.