Teaching Portuguese Language in the Early Years of Elementary School: an Analysis of Pedagogical Practice in a School in Goiás, Brazil
Zenaide Dias Teixeira, Kleber Aparecido da Silva, Marcelo Duarte Porto

Abstract
This article discusses the teaching of Portuguese in the early years of Elementary School. Our objective was to analyze pedagogical practices, starting from the discussion about normative grammar teaching and language teaching, from a perspective of Educational Sociolinguistics. In this sense, we did the observation of classes in a school that attends this school stage, in the municipality of Luziânia, Brazil. We use as basis the postulates of the interpretative paradigm, one of the strands of the social sciences. In this sense, we opted for qualitative research methodology. Observations of classes were carried out in three classes, being a class of 3º year, one of 4º and another of 5º year. We chose these classes because we consider that the students are already at a more advanced stage of literacy process. Four classes were observed in each class. After analyzing the collected data, we conclude that the relationship between theory and practice in Portuguese language teaching in the initial years of elementary school education needs to be considered with more emphasis, so that the objectives of the teacher with certain activities become clearer both for him and for the students.

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