O objetivo deste artigo foi mapear as orientações teórico-metodológicas mais frequentes acerca dos processos de alfabetização e letramento presentes na seção “Caleidoscópio" do impresso pedagógico Revista Criança, periódico  destinado, principalmente, aos professores de educação infantil, mas acessível também aos docentes dos anos iniciais do ensino fundamental. Por meio da análise das fontes, verifica-se porque a temática alfabetização e letramento esta praticamente ausente das orientações destinadas aos professores das crianças pequenas. O estudo pode contribuir para comunidade escolar, por tratar de uma temática importante diante do quadro educacional brasileiro, representado, entre outros, por dados resultantes da Provinha Brasil e pelo Índice de Desenvolvimento Educacional (IDEB).El objetivo de este artículo fue mapear las orientaciones teórico-metodológicas más frecuentes sobre los procesos de alfabetización y letramiento presentes en la sección "Caleidoscopio"del impreso pedagógico RevistaCriança, periódico destinado, principalmente, a los profesores de la educación infantil, pero accesible también a los de los años iniciales de la enseñanza fundamental. Por medio del análisis de las fuentes, también se verifica porqué la temática alfabetización y letramiento está prácticamente ausente de las orientaciones destinadas a los profesores del nivel de enseñanza en discusión. Larelevancia de este estudio se encuentra en la contribución que éste puede significar para los alumnos del Curso de Pedagogía, por ser necesario en la formación inicial de profesores, y para la educación de forma general, una vez que se trata de una temática importante delante del cuadro educacional brasileño, representado, entre otros, por los resultados de la Provinha Brasily por el Índice de Desarrollo Educacional.The aim of this paper is to show some results obtained from the mapping on the theoretical and methodological orientations of the most frequent processes on alphabetization and literacy present in the pedagogical section "Kaleidoscope" on the printed version of the Child Magazine.This journal is designed mainly for teachers of early childhood education, yet it is also available to teachers from the early years of elementary school. It is found on the website of MEC.To support this research it was used the main theoretical framework studies by Magda Soares about the processes of literacy and alphabetization.The author understands that the process of learning alphabetization as necessary for the acts of reading and writing and literacy is the state or condition of the subject that incorporates social practices of reading and writing skills. The relevance of this study lies on the contribution that it may mean for the initial andcontinuing teacher formation, since it is an important issue on the Brazilian educational context, represented, among others, by the results of Exam Brazil and the Index of Basic Education Development (IDEB).It is a bibliographical research with descriptive and interpretive character, whose analysis of the sources was performed in several stages: selection of the Child Magazine issues to be studied (number 38-46); readings and record keeping of the articles present in these issues; session definition and items to be studied and analyzed.It has been found that the thematic alphabetization and literacy, dealt with explicitly and directly, is virtually absent from the guidelines conveyed by the journal in study.Nevertheless, there are other theoretical and methodological orientations -the role of literature in the learning and development process; the relation between the care and education; evaluation; transition from primary education up to nine years teaching and curriculum -present in the journal interfere indirectly in the subject studied.