LITERACY AND PLAY IN THE FIRST YEAR OF THE NINE-YEAR ELEMENTARY EDUCATION IN THE SAO PAULO CITY EDUCATION SYSTEM

This article discusses literacy and play teaching practices in the first year of the nine-year elementary education in the Sao Paulo city education system. It is based on empirical research carried out mainly through interviews. The research involved the participation of thirteen teachers with vast experience in first year elementary teaching. The interviews revealed that literacy occupies an implicit central position in the practices of the participating teachers. They revealed the teachers' understanding of play and their investment in recreation and play activities. Incipient changes and others in various intensities were detected in focused practices due to the presence of six-year-old children in first-year classrooms.