摘要：We analyzed the relationship between the literacy practices of a teacher, who accompanied her students from the 1st to the 2nd year of elementary school, and the evolution in children's learning in terms of writing. As procedures we used: interview, class observations and the application of writing and text production activities to students at the end of the 1st and 2nd year. The analysis of the results showed that the teacher's practice, attention to heterogeneity and clarity regarding the teaching objectives would have enabled her 1st year students to complete the 2nd year by producing coherent and readable texts.
