Abstract

AQUINO, Pedro Neto Oliveira de; ALMEIDA, Larissa Naiara Souza de  and  DIEB, Messias Holanda. Written language in an Early Childhood Education institution: concepts and practices in interaction. Educ. Form. [online]. 2023, vol.8, e11492.  Epub Feb 23, 2024. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v8.e11492.

In this article, we analyze the perception of teachers on practices of/with written language at two classrooms of a public institution dedicated to Early Childhood Education. The ideas of Vygotsky (2007) and Sepúlveda and Teberosky (2011) were linked to studies of Abramovay and Kramer (1985), Kishimoto (2010), and Martins (1991) to find the theory of the research presented in this paper. The research, under a qualitative approach, counted on two teachers of Early Childhood Education classes to participate in sessions of observation with written and visual records, and in an experience of focus group. We found that written language was conceived as a knowledge with which children should interact and appropriate, recognizing, in this object/instrument of knowledge, specificities of teaching/promotion by teachers and learning/development by children, treated as a socially relevant knowledge. However, we did not identify significant situations in which written language was handled from a social literacy perspective.

Keywords : early childhood education; written language; pedagogical practices..

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