Crianças do 3º ano do ensino fundamental não alfabetizadas: como intervir e garantir o acesso ao mundo da escrita

Abstract

This study aims to describe and analyze the writing development of four third-grade elementary school children who had not yet acquired the Alphabetic Writing System. In the initial assessment, three children showed writing close to the alphabetic hypothesis, with regular syllable representations, while one child exhibited pre-syllabic writing. Through the use of challenging activities, pedagogical mediation, and respecting each child's individual learning pace, it was possible to observe progress in all cases. Notably, the child who initially operated within the pre-syllabic hypothesis began to produce writings that alternated between the syllabic-alphabetic and alphabetic hypotheses (with regular syllable representation). The analysis confirms that promoting structured and playful activities significantly contributes to students’ progress in acquiring the Alphabetic Writing System.