Leitura e escrita na educação infantil: narratividade sobre o processo de ensino-aprendizagem

Abstract

The research aimed to analyze the teaching-learning process in early childhood education, considering the perspectives of reading and writing. The specific objectives were: to reflect on reading and writing practices in early childhood education; to characterize pedagogical practices from the perspective of reading and writing skills; and to understand teachers' narratives about practices and challenges within these social contexts in early childhood education. To achieve these aims, a methodological approach was adopted through qualitative field research, in which a questionnaire was applied to teachers working in early childhood education. The research was grounded in authors who study the themes of reading and writing in early childhood education and teaching methods, such as Carvalho (1992), Freire (2003), Lakatos (2010), Ferreiro (2011), Soares (2014), among others. The findings indicate that the literacy process begins in early childhood education and that reading and writing should serve as pillars for meaningful teaching and learning, contributing to making education enjoyable. The study also showed that when there is a strong connection between family and school, children are more likely to develop and make faster progress. The study concludes that the role of early childhood education is not to anticipate formal literacy but to create a rich and stimulating environment that fosters an interest in language and makes the learning process natural and enjoyable