This article aims to analyze the challenges and possibilities surrounding teaching practice in the literacy process in the Pedagogical Residency Program. The questiono that guided this work was: what are the challenges faced in the literacy process in the Pedagogical Residency Program regarding teaching practice? In order to achieve the objective and deepen the theme, the article addresses studies and reflections on literacy and literacy based on the works of Soares (2020) and Ferreiro (2020) addressing the psychogenesis of written language, 5 adding to this we seek to bring reflection on theory and practice and teaching practice using authors such as Freire (1996), Libânio (1994), and Pimenta (1995, 1999, 2005, 2012) to deepen the discussion on praxis. The methodology used to carry out the research is a qualitative approach and the main instrument for collecting information was observations based on the experience at the rural school. The results of the research and experience in the field school generated pertinent reflections on teaching practice in the literacy and literacy process, since in the teaching-learning process of the class under study, the biggest challenge was being able to reach everyone so that they we came to advance our level, and through the Pedagogical Residency Program it was possible to notice advances in the class, using literacy practices in the literacy environment, as they are different, but inseparable, processes.
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