Alfabetizar as crianças na educação infantil: o que pensam as famílias e os professores?

Abstract

This study approaches the thoughts of families and teachers about the literacy process of children in early childhood education, with the aim of establishing dialogues and reflections on this topic. As a general objective, the study aims to analyze what families and teachers think about the literacy process of children in early childhood education. The specific objectives are: understanding the pedagogical practice in early childhood education considering the literacy context; reflecting on the literacy process in early childhood education, considering the rights to learning; and to reflect on the obligation regarding the literacy process in early childhood education. Therefore, it starts from reflections formulated in the theoretical framework, taking into account the studies of authors such as Nogueira, Ferreira and Espíndola (2023), Brandão (2022), Albuquerque and Leite (2022), among others, as well as the National Common Curricular Base (BNCC). As methodological approaches, a qualitative research was developed and, in relation to the procedures, the study was based on field research, based on a bibliographic review. Next, data analysis was carried out, based on Bardin's content analysis (2011), collected through questionnaires applied to the children's families and teachers linked to early childhood education. Based on these collected data, the analysis was carried out seeking a dialogue with the authors related to the researched theme, and according to the answers of the majority of the respondents, literacy in early childhood education is not mandatory, although this process can be initiated during this stage of basic education.