The present work is entitled Pedagogical Strategies used by teachers to teach their students the Practice of Writing, being the result of an experience lived during the internship of the PIBID program, where I came across a certain situation regarding writing, do students know how to write or just make copies? Based on this question, we are guided by the following objective: to investigate how practices are developed to teach writing in literacy classes. As bases we use the Psychogenesis of written language by Emília Ferreiro and Ana Teberosky (1984), which addresses the process of acquiring written language and its consequences. The research was carried out in a class of the 1st year of Elementary School in a public school located in Humaitá-AM. It was based on a qualitative approach, with a descriptive approach and a case study. We used as a tool to collect the information the questionnaire given to the teacher, and the observation carried out in the classroom. The study made it possible to understand the importance of the literacy teacher, first to know the writing hypotheses that the students already have, through the diagnostic evaluation and from that to develop strategies that can give continuity so that the student can move to the next stage, leading o to reflect that writing is the representation of speech. These didactic situations must consider the students' previous knowledge and difficulties, and the heterogeneity of the class since they have their own pace and learning time. From the observations, we identified that the teacher's practices are still based on copying activities, which does not encourage the student to reflect on what writing is, what it represents and how it is represented.
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