This article aims to analyze the role of diagnostic assessment and pedagogical intervention in the literacy process in the early years. The question that guided the research was: How can pedagogical interventions based on the results of diagnostic assessment contribute to the development of an inclusive and effective learning environment in the early years? The research has a qualitative nature, and was carried out through bibliographical research and field research using the technique of participant observation for data collection, carried out during the Pedagogical Residency Program, in a municipal school located in the municipality of Abaetetuba. To provide a theoretical basis, we use authors who collaborate in the fields of educational assessment, literacy and literacy and pedagogical intervention and who help us understand concepts in education, such as: Hoffmann (2012), Ferreiro and Teberosky (1996), Magda Soares (2020), Freire (1984), among others. The results of this investigation are based on a diagnostic assessment carried out in a 4th grade class. year of elementary school, in which students in this year of school should only have problems related to spelling, it was noticed that a significant number of students still present many difficulties in relation to reading and writing, requiring didactic interventions that solve problems that prevent progress in reading and writing.
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