Literacy and literacy are distinct but necessarily interconnected processes that encompass a wide range of specific and complex learning, together forming the basis of an individual's schooling. Because it has long been recognized as fundamental learning in schooling, the appropriation of the alphabetic writing system has become an object of study that increasingly attracts the attention of various scientific fields, providing new discoveries and the construction of new ideas about literacy and literacy. Using a qualitative approach and a bibliographic analysis, this paper aims to analyze the development of some practical and theoretical aspects of the literacy and literacy processes in the early years of elementary school, developing this theme by investigating some of the issues encompassed by these processes, such as the advancement of the concept of literacy over time; the differentiation between the two concepts at the heart of this research and how they interact in practice; the importance of reading and writing practices in training readers and producers of texts; and finally, an analysis of the importance of family participation in the development of students involved in the literacy and literacy school cycle. The information obtained allowed us to understand that, despite being distinct, literacy and literacy can and should happen in parallel in a meaningful learning context, through reflection and pedagogical action planned and guided based on the pace of development of the students, with the realization of contextualized reading and writing activities, with the central objective of forming individuals who, when going through the literacy and literacy cycle, not only appropriate coding and decoding techniques, but who develop the fundamental skills of textual production and interpretation. And finally, taking into consideration the undeniable importance that the family, as the primary socialization circle of human beings, plays in children's learning processes in the early years of schooling.
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