In the current educational context, countless discussions about literacy and literacy are noticeable, given their complexity, the more aware the teacher is of how the process of knowledge acquisition takes place, the better his practice in the classroom. Therefore, the present paper aims to investigate in loco the curricular practices of literacy carried out by the regent teachers of the 1st and 3rd grade of Elementary School, at the Josefa Alvão Municipal School, in Bragança / PA. In this sense, the research adopted a qualitative approach, involving field research with participant observation in two 1st and 3rd grade classes, interviews with the teachers of the respective classes and document analysis. For analysis of the theme under study, we sought the theoretical basis in Street (2014), Soares (1998, 2009, 2010), Mortatti (2006), among others. The results show that teachers have a significant knowledge about literacy, seek strategies to use it in their curricular practices, although at times they have weaknesses that need to be recognized, from the continuing training.
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