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The article aims to analyze the relevance of the practices developed in the literacy laboratory in the process of reading and writing acquisition in a first year class. We opted for a qualitative, field and documentary research, using semi-structured interviews, planning analysis and photographic records as instruments for data collection. The semistructured interview analysis with the teachers reveals the search for updating and the need to 1 Graduada em Pedagogia da Unesc. loourdescastro@gmail.com. 2 Mestre em Educação. Docente da Unesc. Doutoranda do programa de ciências ambientais. sca@unesc.net. Saberes Pedagógicos, Criciúma, v. 4, no2, maio/agosto 2020.– Curso de Pedagogia– UNESC 296 maintain a more direct contact between them. The Planning Analysis showed the care that the laboratory teacher has in relating the school study with the daily life of the children. The photographic records, on the other hand, indicate the unfolding of pedagogical practices that aim at the integral development of children, placing them as protagonists of learning, being producers of their knowledge and authors of their productions. Thus, it is understood that the activities of the literacy laboratory have significantly contributed to the advancement of children in both literacy and literacy, but this should not be an isolated work, it is necessary, an effective partnership between laboratory, regular education and coordination, as it has been happening. However, we verified the need to enable more frequent meetings between the teachers, enabling the proximity of the practices.

A RELEVÂNCIA DO LABORATÓRIO DE ALFABETIZAÇÃO E LETRAMENTO NO PROCESSO DE AQUISIÇÃO DE LEITURA E ESCRITA NO PRIMEIRO ANO DO ENSINO FUNDAMENTAL