Alfabetização e letramento nos anos iniciais: práticas docentes em escolas municipais de Beneditinos – PI

Literacy and reading comprehension are essential processes for the educational development of children, especially in the early years of elementary school. Although they are distinct concepts, they complement each other and are indispensable for the formation of individuals capable of understanding, interpreting, and using written language in various social situations. Literacy and reading comprehension are inseparable and essential processes in the early years of elementary school. This article aims to analyze the teaching practices of literacy and reading comprehension in municipal schools in Beneditinos - PI. This is a qualitative research, of the field research type, carried out in the first semester of 2026, in the Raimundo Ferreira Lima and José Pinheiro de Viveiro School Units, taken as the locus of the investigation. In both units, the teaching in the early years occurs with teachers for each curricular component, with a specific teacher for Portuguese Language. Data collection occurred through participant observation and field diary in 2nd grade classes. The results show that practices that link the explicit and systematic teaching of the Alphabetic Writing System (AWS) to the social use of reading and writing promote greater engagement and progress in writing hypotheses. It is concluded that literacy requires intentional planning and that organizing lessons with the teacher by subject favors work focused on literacy.