In this paper, we aimed to present the results of a research on literacy practices carried out with first graders in a municipal public school in Pelotas, Rio Grande do Sul state, Brazil, in 2011. Methodological procedures comprised a documental analysis (LE GOFF, 1992) with ethnographical approach (COHN, 2005; GEERTZ, 2008). The studies by Soares (2001a, 2004a), Kramer (2006) and Peres (2009) on literacy were the main references for this study. Data were collected from children's notebooks, documents regarding the 9-year Elementary School proposal issued by the Brazilian Ministry of Education and documents issued by the City Department of Education (SME). Research results showed that the literacy process routinely developed with the group of first graders under investigation does not correspond to the proposal recommended by the federal government and the Department of Education in Pelotas.
Literacy Practices; First Graders in the 9-year Elementary School; Literacy Policies
