Resumo

TOMAZZETTI, Cleonice Maria  e  LOFFLER, Daliana. The meanings of literacy in pre-school: some reflections. Perspectiva [online]. 2015, vol.33, n.1, pp.201-230. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2015v33n1p201.

This text is the result of data analysis produced in circumscribed work at pre-school level, developed with two teachers in different time and contexts. The production and data analysis sources for this text were obtained mainly from the stage of supervised practice records in kindergarten and from the master research in education. From these records we propose some reflections about the language appropriation process written by children of preschool age and we explore aspects of institutionalized childhood, creation, participation and generation of new potentials that cross each other with dimensions proposed in teaching actions, such as control and repetition. This paper questions the meanings of "literacy teachers" practices as opposed to the world reading with children who do, dream and live the power of human existence. Such reflections on the meanings of literacy in preschool are developed in the light of the National Curriculum Guidelines for Early Childhood Education and own references of literacy area. The discussions presented in this text consider the complexity of childhood allows us to understand the children in immersion in reading and writing universe long before attending schools, facing this moment as not exclusive to the beginning of children school life. This process can be seen as an initiation or event, where children also learn to read and write discovering the paths while remaining child, as they await not necessarily the school to take up such learning.

Palavras-chave : Literacy; Literacy; Pre-School Education.

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