This research aims to reflect on the different learning rhythms in the literacy process based on
the investigation of the pedagogical teaching practices used, presenting contributions that
enhance the learning of literate people. The theoretical framework used in this work is based
on the studies of Emília Ferreiro, Ana Teberosky, Magda Soares, among other authors who
discuss the diversity of learning in their writings. To carry out the research, qualitative research
was used through narrative, which allows the participant to bring reports of their experiences
and experiences, through a semi-structured questionnaire. Two teachers were interviewed, both
trained in Pedagogy, teaching in the literacy phase, but in different contexts: one in the city and
the other in the countryside. The research sought to investigate the pedagogical practices
developed in literacy and the relationship with the literacy students' experiences, presenting
differences and similarities between the two. In the analysis of the results, it was observed that
there are internal and external factors to the school that influence the diversity of learning
rhythms and the quality of education of those involved. Therefore, literacy through these
dimensions and in the diversity of learning rhythms comprises a great challenge, but from the
re-signification of pedagogical practices, knowing the student and working on the individual
rhythms related to the context, it constitutes an important step towards meaningful learning and
reflection on the teaching-learning process.
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