SEQUÊNCIA DIDÁTICA COMO METODOLOGIA DE ENSINO NO PROCESSO DE ALFABETIZAÇÃO DE CRIANÇAS

Abstract

Abstract: The teaching sequence methodology has become a practice for many teachers in their daily classrooms, especially with regard to learning to read and write. Thus, this study investigates the teaching sequence as a teaching methodology in the process of teaching children to read and write. This is a bibliographic and field research, of a qualitative and exploratory nature, which sought to problematize the teaching sequence methodology in teaching and learning practices. To this end, interviews were conducted with seven teachers from the public school system in the municipality of Sooretama/ES, covering two schools of the initial years of elementary education. The research indicates that the teaching sequence methodology approach, in light of the interdisciplinary approach, promotes meaningful, interactive and contextualized learning in the reality in which children live, providing other experiences in the daily classroom. It also evidences pedagogical intentionality anchored in the dialogic and integrated perspective of knowledge construction.