Abstract
This text examines approaches to teach writing, especially words, in the context of early literacy education. In order to that, we analyze notebooks from first year elementary school students. The analysis is guided by the understanding that school notebooks are a rich source for identifying various dimensions of teaching processes. The notebooks do not represent all the writing that goes on the classroom (e.g. separated copies of exercise, writing in the computer). However, students’ notebooks are seen as documents that give a glimpse to the ways teachers conceive how writing should be thought in the first years of elementary school.
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