Leitura e escrita na educação infantil: diretrizes da proposta de desenvolvimento profissional LEEI-Sul (2024/2025) e as concepções das docentes da microrregião de Presidente Castello Branco/SC

Abstract

This research aims to analyze the convergences and divergences between the guidelines presented in the LEEI-South (2024/2025) professional development proposal and the conceptions of the participating teachers in the microregion of Presidente Castello Branco, Santa Catarina, Brazil. The research problem emerges from the researcher's educational practice, seeking to understand how continuing education can contribute to qualifying and redefining reading and writing practices in Early Childhood Education within a context of still fragile public policies. This study is justified by the understanding that, despite the contributions provided by the Reading and Writing in Early Childhood Education professional development proposal developed in Southern Brazil (LEEI-South 2024/2025), there are still tensions and discrepancies between teachers' conceptions and the proposal's guidelines. The research adopts a qualitative approach (Minayo, 1994), with an exploratory character, using bibliographic, documentary, and field research procedures. The bibliographic research is based on the production of the State of Knowledge on the topic (Morosini; Kohls-Santos; Bittencourt, 2021) and on the theoretical review organized into three axes: childhood and language (Benjamin, 1994; 2002; Corsaro, 2011; Bakhtin, 1981; 2003; Vygotsky, 2007; 2008; 2010; Souza, 2010, among others); reading and writing in Early Childhood Education (Corsino, 2015; Baptista, 2010; Brandão and Leal, 2010, among others); and continuing teacher education (Freire, 1989; 1996; 1997; 2001; 2013; Nóvoa, 2007; 2009; 2019; 2023; Kramer and Nunes, 2007; Gatti, 1996; 2008; 2014, among others). The documentary study includes the legislation and the materials of the LEEI-South proposal (2024/2025) and the LEEI Notebooks Collection (2016). Data were collected through a questionnaire developed in Google Forms and administered to teachers participating in the LEEI-South (2024/2025) professional development proposal in the microregion of Presidente Castello Branco, Santa Catarina, Brazil. Data analysis was conducted using Discursive Textual Analysis (Moraes; Galiazzi, 2016). Among the main results, convergences stand out in the understanding of a dialogical, reflective, and continuous education that values collaborative work and the exchange of experiences in the construction of teachers' knowledge. The findings also highlight the importance of alignment between institutional documents and the proposal's guidelines, as well as the redefinition of practices, pedagogical intentionality in the construction of reading and writing as social and cultural practices, and the appreciation of interactions, play, literature, and multiple languages in everyday pedagogical practice. Regarding the divergences, weaknesses were identified in the continuity of professional development processes, the coexistence of different conceptions of reading and writing in guiding documents, and external pressure for the early introduction of literacy and preparation for Elementary Education. It is concluded that there is a need to strengthen permanent and articulated public policies for continuing education that promote collective spaces for dialogue and reflection aimed at constructing practices that recognize children as subjects of rights, culture, and language. Thus, this study contributes to the qualification and redefinition of pedagogical practices related to reading and writing in Early Childhood Education.