Writing is a complex, slow, and demanding activity that requires knowledge, training, and the mobilization of multiple processes [1]. Although during elementary school students are expected to acquire important writing skills, it is known that some of them exhibit inferior writing performances when compared to their peers (e.g., quality, length) and misperceptions about their writing knowledge and self-efficacy. In addition, teachers have stated that they lack the knowledge to apply strategies to address students' difficulties, and schools are not providing adequate responses to all students [2]. Therefore, there is a need to understand the writing practices of elementary school teachers and to familiarize teachers with effective teaching and intervention practices supported by well-conducted research evidence in order to help their students succeed.

Furthermore, we accept that new challenges have been posed to teachers and students in the writing process due to technological expansion, which has increased the diversity and complexity of writing formats and media. Consequently, there is often a disconnect between writing activities inside and outside the classroom, and being able to write correctly according to different communication contexts and including the use of technologies is becoming increasingly important for students' academic, social, and professional development [4]. This paper aims to explore writing practices in elementary school classrooms, including the use of information and communication technologies in this context, bridging the existing research gaps in this context.

This research aims to contribute to the development of knowledge about primary teachers writing practices in the classroom, with and without using ICT, and according to a preventive educational model to promote learning quality and equity. An exploratory study was carried out on the 4th grade primary teachers' perceptions in public schools (Portugal, Braga) about their writing practices and the use of Information and Communication Technologies (ICT) in the classroom, through interviews. A total of 46 randomly selected 4th-grade primary school teachers, teaching in four school clusters of the Braga district and with an average of 26 years of professional experience, participated. A questionnaire survey "Writing practices in the classroom of elementary school teachers" was used. This instrument sought to make it possible to describe what writing pedagogical practices teachers use, namely: what they write and how often; how much time they devote to writing instruction; what skills, processes, and knowledge students have; what methods they use for teaching writing; whether and how technologies are part of writing programs, as well as how students' progress is assessed. This is an instrument developed by Culter and Graham (2008) that was translated and adapted to the Portuguese context and language during this study by Araújo, Martins, and Osório (in press). Thus, in this study, we validated this instrument to the Portuguese context and replicated the work and purpose for which the instrument was built by the original authors. The final Portuguese version of the questionnaire survey on classroom writing practices is divided into five parts: I) "Identification of sociodemographic aspects of the participants and classroom contexts"; II) "Teachers' perceptions of attitudes and skills for teaching writing"; III) "Time spent teaching writing"; IV) "Frequency of writing practices focused on a specific activity or procedure" and V) Teachers' opinion about curriculum guidelines in this area.

The results revealed that these teachers had different opinions about the assessment of their preparation for teaching writing, which ranged from poor to very good. It was also found that these teachers feel the need to acquire training in writing intervention, with and without ICT, with students with writing problems. The main reasons mentioned were both to retrain practices and to gain knowledge about new resources and effective interventions. At the same time, they recognized the importance of using ICT in interventions with students with writing problems, both for the teachers' personal interest and for the importance of these tools in the students' lives. It was also possible to verify that in this context: a) The writing activities most frequently indicated by teachers are: story building, reading comprehension answers and worksheets; b) From the perspective of most teachers, students and teachers enjoy, have skills and feel motivated to use ICT in the classroom context; c) Pedagogical practices in the classroom favor writing without using ICT; d) From the perspective of most teachers, students do not enjoy writing and e) Teachers mentioned the need to acquire training at the level of writing intervention, with and without ICT, among students with writing problems. In sum, the findings of this research are intended to have a social impact with increased knowledge about the writing practices used by teachers in the classroom and a reflection writing strategies and practices recommended as effective by research, in an inclusive and equity context that helps teachers identify and support their students at an early stage of writing.

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