Leitura, escrita e alfabetização: o que a educação infantil tem a ver com isso?

Abstract

From the first months of life, the child experiences situations in which written language is present in the interactions among participants and, in an active way, begins to wonder about its structure, the meanings that are produced from this representational system. This article analyzes how the theme of reading and writing is addressed by professionals in early childhood education, in a scientific journal dedicated to the dissemination of studies and pedagogical practices in basic education. Vygotsky’s contributions on the role of reading and writing in early childhood provided the basis for the analyses, which indicated the scarcity of articles on reading and/or writing in early childhood education and the ambiguity of the practices reported. In the articles analyzed, reading and writing, although recognized as significant cultural practices for babies and young children, are treated, mainly, as means for teaching contents in different areas of knowledge.