The present study sought to analyse the current traits of literacy practice performed by first grade teachers in public schools in Recife, Brazil. With regard to theoretical considerations, we were inspired by two different models which analyse the dynamics of the production/construction of school knowledge: studies on didactic transposition and those on the construction of the knowledge of action. In order to register how teachers were transposing "didactic changes" related to literacy into their teaching practice and to understand how they "fabricated" their everyday teaching practices, we employed classroom observation techniques. Practices related to teaching the alphabetic writing system were classified in two types: systematic and non-systematic. Our data support the interpretation that it is in classroom dynamics that teachers recreate official and academic prescriptions.
literacy; daily school practice; teachers' practice
