Methodological Progression and Literacy Instruction

Abstract

This article analyzes the methodological gap present in the guiding documents of the Distrito Federal State Department of Education (SEEDF) for literacy instruction in the Initial Literacy Block (BIA), discussing its effects on teaching practice. Based on qualitative documentary analysis, it examines the BIA Pedagogical Guidelines (SEEDF, 2012), the Pedagogical Guidelines for School Organization of the 2nd Learning Cycle (SEEDF, 2014), the Curriculum in Motion — Early Years (SEEDF, 2018), and the Alfaletrando Program (Decree No. 45.495/2024), drawing on contributions from Soares (2016; 2020) and Morais (2019). Results indicate that the analyzed documents, although robust in defining pedagogical principles and learning objectives, do not provide teachers with an explicit methodological progression of literacy facets — phonological awareness, phonemic awareness, graphophonic relationships, and alphabetic notation. A recurring theoretical misapplication was also identified: the use of Ferreiro and Teberosky's psychogenesis as an intervention framework, when it constitutes a diagnostic theory that does not guide the methodological path of instruction. This gap produces unintentional pedagogical eclecticism, weakens formative assessment as an intervention tool, and isolates teachers when facing methodological decisions that the network's documents do not prepare them to make. The article presents propositions for improving the guiding documents, arguing that SEEDF must advance from management and training toward explicit methodological guidance, as a condition for fulfilling the commitment to ensure all children are literate by the end of the 2nd year of Elementary School.