Infância e linguagem escrita: concepções e práticas que norteiam o trabalho em turmas de 5 anos de uma instituição pública de Educação Infantil de Belo Horizonte

Abstract

The present work has as its theme the acquisition of written language in early childhood education. In order to answer my personal doubts about the topic, I tried to understand the following question: What are the perceptions of the Early Childhood Educations teachers on the acquisition of written language and what are the mediations conducted by them? In this sense, the research aimed to understand the practices that contribute to the acquisition of writing and perceptions that permeate the work in groups of five years old in a Municipal Unit of Child Education of Belo Horizonte. For this, a review of authors that address the issue of acquisition of writing in early childhood education, with emphasis on the child's relationship with written language, and accordingly identified the inseparability between the concepts of literacy and spelling and the child's right to our cultural heritage. First, however, it was necessary to reflect on the history of the concepts of children and childhood issues. A methodological approach based on qualitative research enabled the author to understand the practices of reading and writing, and the conceptions of the teachers, proposing a moment of collective thinking within the research institution, seeking new opportunities that can help the child expand and build new knowledge about writing, thereby configuring the proposed intervention for this work.