Alfabetização e letramento, princípios e processos: educação infantil

Abstract

Literacy practices in early childhood education and how much these can or cannot facilitate the process of child development are discussed, considering authors sush as Wallon, Vygotsky, Piaget and their interlocutor, who defend a global education in a context of affectivity; this work seeks to support a counterpoint to current anticipation of the systematic processes of literacy, that have been gaining strength in Brazilian public and private pre-schools. In order to support this discussion, I will rely on Brazilian normative contributions such as BNCC, RCNEI, PNE, ECA, among others, analyzing how do they define and defend the literacy and literacy process in the early childhood education segment. By way of recommendations, we propose a curricular practice that starts from the premise that literacy represent a process that starts from the conjugation between the school experience and the child's cultural context; it is defended, then, an integral education linked to the contexts of use, that is, in a democratic and determinant way for social inclusion and that allows a real transformation of society.