Concepções de infância e educação que estruturam o curso Leitura e Escrita na Educação Infantil.

Abstract

Early Childhood Education has established itself as the first stage of Basic Education, recognized and protected by regulatory frameworks such as the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases for National Education (LDB). However, the implementation of this right still faces structural and conceptual challenges, especially regarding teacher training and the consolidation of pedagogical practices that respect the uniqueness of childhood. This research aims to identify and analyze the concepts of childhood and early childhood education in the Reading and Writing in Early Childhood Education Course (LEEI) within the scope of the National Commitment to Literate Children. The qualitative research is configured as a case study, from the perspective adopted by Yin (2001), based on the course's teaching and reference materials. The theoretical basis is based on classical authors such as Bakhtin (1992), Rousseau (1762), Piaget (1971), Vygotsky (1987), Wallon (1971), and other contemporary authors such as Kramer (2013), Sarmento (2008), and Faraco (2009). The results indicate that LEEI is a course based on a concept of reading and writing that incorporates play, oral expression, and interaction as structuring elements of learning. However, although the materials recognize oral expression as a relevant dimension of the learning process, an emphasis is placed on written language acquisition. The research highlights that overcoming the challenges posed to this educational stage still depends on the consolidation of ongoing educational policies that ensure adequate structural conditions and effectively promote the appreciation of childhood as a unique period of human development.