Leitura e escrita na educação infantil: experiências e práticas pedagógicas com crianças de cinco e seis anos

Abstract

This research explores reading and writing in Early Childhood Education, based on experiences and pedagogical practices developed with a group of five- and six-year-old children during a supervised training. To this end, the guiding research question is: How do teaching practices with five- and six-year-old children promote learning to read and write in Early Childhood Education? The objective is to understand how such practices support the development of reading and writing skills in this stage of education. A qualitative methodology was adopted, involving bibliographic research and documentary analysis of curricular legislation and records produced throughout the internship. The data were analyzed using Bardin’s content analysis method (2016). The research is organized into three chapters, which address the methodological approach, the history of Early Childhood Education, the concepts of reading and writing based on Brazilian curricular guidelines, and pedagogical practices related to oral language, writing, reading, and literature, as developed during the internship. The findings suggest that, although teaching children to read and write is not the primary goal of Early Childhood Education, it is essential that they have access to pedagogical practices involving these skills, as they are cultural assets to which all children are entitled. However, it is crucial that such learning processes are meaningful and engaging for children, and that they occur through playful and enjoyable activities. Therefore, it is important for educators to observe and listen to children attentively and sensitively, responding to their interests and needs.