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The second volume of Literacy Didactics analyzes the syllabic stage, when inconsistencies with the hypotheses of the pre-syllabic level are perceived, thus emerging a new phase, in which each syllable needs to have a letter, generally a vowel.
Pedagogical success, scientific foundation, and political engagement with the working classes are the reflection of Esther Pillar Grossi's research in the field of literacy. Applied by teachers throughout Brazil, greater dissemination of her work is urgent.
This second volume of the Literacy Didactics trilogy specifically addresses syllabic didactics. The pre-syllabic and alphabetic didactics, covered in volumes I and III respectively, provide a comprehensive overview of Esther Pillar Grossi's proposals and practical applications. Undoubtedly, this is one of the most original and successful pedagogical methods published in recent years for solving the literacy problem of underprivileged children in our country.
Including several appendices with planned lessons and activities, Literacy Didactics demonstrates how pre-syllabic, syllabic, and alphabetic didactics do not represent distinct moments in literacy work. Rather, they should be implemented simultaneously.
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