This study was carried out at the E. M. de Jauacá Elementary and Elementary School in the
rural area of Cachoeira do Arari. The general objective was to investigate the pedagogical
practice of a teacher in the development of reading and writing in the classroom and the
specific objective to present the speech of children around the pedagogical practices in the
classroom. The research was conducted with one teacher and five students, in a class of the
first year of elementary school. The questionnaire was used, where the teacher's statements
about his pedagogical practice in literacy are presented, revealing his conceptions about them,
and the children's speeches about not perceiving themselves as reading children based on this
practice. The following theoretical / methodological foundations stand out: Freire (2002),
Smolka (1989), Micotti (2009), Marconi; Lakatos (2011), Severino (2016). At the
methodological level it is a qualitative research, ethnographic type, having as a research
instrument the questionnaire. The research revealed some dilemmas in pedagogical practice,
with traditional and critical-liberating understandings about the literacy process, as well as
broadening the knowledge about pedagogical practices in the teaching-learning process in
relation to the appropriation of reading and writing.
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