Alfabetização e letramento na educação infantil: inserindo crianças pré-escolares em práticas de leitura, escrita e oralidade

Abstract

This work aims to discuss the relevance of offering practices of reading, writing and speaking skills in literacy perspective in the final stage of early childhood education, which precedes the first year of elementary school, without sacrificing ludic learning that young children need to experience. For this discussion, I support me especially on the assumptions of Brandão and Rosa (2011) and seek theoretical support in Emilia Ferreiro (1985), who has also problematized this issue of literacy, or not, in the preschool. In a different perspective, however inseparable of the literacy, sustenance my understandings of letramento in Soares (2001). I carried through a qualitative research, with an applied nature, and, as a technical procedure, the researchaction. Therefore, this paper hereby presents the importance of reading, writing and speaking skills in preschool space, since been working in a playful manner and from the experiences and interests of children, continuing the literacy and letramento processes that some already have, before you even get to early childhood education classrooms. Thus, I try to show that can be carry out a literacy work in the preschool, from the perspective of literacy, with pleasurable, motivating and challenging activities, emphasizing the playful way of teaching.