Alfabetização e letramento na Educação Infantil: uma leitura crítica

Abstract

This article aims to understand and analyze the Early Childhood Education teacher education conceptions of Viçosa / RN about literacy and literacy process; we seek to understand the influence of these aspects for children and their school development. In addition, the objective is to conceptualize these processes in early childhood education, as well as differentiate them. To achieve our goals we apply a questionnaire with three teachers of early childhood education in Viçosa / RN, composed of open questions. Therefore, we embosoms the theoretical assumptions of Soares (1985), Rabbit (2010), Lucas (2008) and Ximenes (2015) on literacy and literacy in kindergarten. From the research found that such procedures should are been inserted into teaching and learning from early childhood education as a linked practice to social issues. This addition was realizing possible, through data analysis, que the teachers interviewed did not show to have a design and a literacy practice and literacy according to such theories proposed by the authors discussed in the course of this work. So do not actualize as these practices Two processes in order to collaborate with the effective development of students.