Alfabetização e letramento na educação infantil

Abstract

Literacy and reading in early childhood education are fundamental topics for the development of children’s linguistic and cognitive skills. While literacy refers to the process of learning to decode and understand written text, reading encompasses the ability to use reading and writing critically in various social contexts. These concepts are interdependent and essential for shaping critical and engaged citizens. Therefore, the question arises: how can early childhood education ensure not only literacy but also reading that addresses children’s specific cultural and social needs? The objective of this work was to analyze the relationship between literacy and reading in early childhood education, seeking to identify the main pedagogical practices used, examine teacher training and its influence on the effectiveness of these practices, and propose strategies that integrate literacy and reading in a contextualized and inclusive manner. This choice is justified by the relevance of literacy and reading in children’s holistic development, especially in early childhood education, where the foundations for future learning are established. The discussion of these pedagogical practices is essential for constructing a more inclusive education that respects and values students' cultural diversity, promoting a meaningful and critical learning environment. This research was conducted through a bibliographic approach, analyzing works by contemporary authors in the fields of literacy, reading, and early childhood education. The methodology involved critical and systematic reading of books, academic articles, and official documents to understand existing theories and practices, as well as the challenges faced by educators. The analysis of collected data led to the formulation of proposals aimed at integrating literacy and reading in a contextualized and inclusive way in pedagogical practice. Thus, this work contributed to the reflection and improvement of educational practices in early childhood education, aiming to form critical and engaged readers and writers. Keywords: Inclusive Education, Teacher Training, Pedagogical Practices