Proposta de uma sequência didática para alfabetização de crianças do último ano da educação infantil: aportes discursivos

Abstract

The objective of this text is to demonstrate how knowledge about literacy are essential for the teacher to guide their students to advance in their hypotheses of alphabetic writing. It can be said that the basis for understanding how the child learns this system is based on linguistic and psychological theories. While the literacy process is based on theories of textual linguistics and discourse and gender theory, which constitute the basis for the development of reading, interpretation and text production skills. Towards the achievement of the alphabetic and the logic of alphabetic writing, children in kindergarten experience a series of experiences ranging from games, toys, symbolic games and with rules to writings developed by the children themselves, such as scribble, the drawings. Systematic school work with the alphabetic and written verbal language simultaneously with literacy practices should be planned based on the linguistic and cognitive development of children.