Introduction:

This paper presents partial results of a research that has been carried out within the research group that analyzes the historical process of Brazilian literacy. The analysis is based on the historicalcultural perspective and seeks to understand literacy as a process that should enable the autonomy, criticality and emancipation of the subject, without being restricted to the question of methods and time of literacy.

Objective:

In order to understand how the teaching aimed at learning written language for the child is dialogued in the process of initial literacy education.

Methodology:

The work was organized from the reading of productions of authors from the historical-cultural perspective about literacy, analysis of the pedagogical project of the course with the objectivity of identifying the organization of mentation and the workload that contemplated the literacy components, and later, we organized a conversation wheel with the five graduates of the pedagogy course who work in literacy classes of children, 1st and 2nd year, of municipal schools in western Santa Catarina.

Results/Conclusion:

The results show that the organization of the contents of the curricular components are potentiating the learning to the literacy teachers who teach written language, however, the time allocated to the components that deal with literacy and literacy is considered fragile, which compromises a solid formation to those who will literacy, in this sense, teaching written language in the initial training of literacy literacies is adrift.

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