Literacy, conceived as a restricted system of acquisition related only to the act of decoding
and coding, begins to suffer criticism and disturb teachers, who come to understand that just
knowing how to read and write is not enough for people to realize what literate practices in
today's society require them. In this sense, the present study aims to understand how the
practices of literacy are organized and developed in the early years of elementary school at the
Municipal School of Elementary School. Julia Pictures Peinado. Thus, seeking to know the
conception of literacy that guides the practices of literacy teachers and to understand in what
sense these approach or distance from the epistemological perspective of literacy, as well as
relate to the curricular proposal of the school. The research focuses on a qualitative approach
of ethnographic nature, for collecting empirical data was used participant observation and
questionnaires to two elementary school teachers, being 1st and 4th grade. The results of this
research showed that the teachers' practices are articulated with the school's curricular
proposal; however, their practices, while approaching literacy, tend to distance themselves,
because the old model of literacy, concentrated only on reading and writing. writing is still
very present in the school context.
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