Resumen

MARTINS, Maria de Nazareth Fernandes  y  CARVALHO, Maria Vilani Cosme de. Childhood education and literacy: The discussion about the activity of playing. Educ. Puc. [online]. 2020, vol.25, e204935. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4935.

To think about childhood education in Brazil without discussing children’s literacy process is to deny the reality of this stage of learning. Also, to deny that playing is the child’s guiding activity is to remain on the surface of the child’s development process. To approach the reality of childhood education, especially the one offered in Brazilian public education, this article seeks to explain the relationships between the childhood education that aims to teach literacy and the one which aims to develop the child to his or her highest potential. The article draws on the theoretical contributions of the historical dialectical materialism and Historical-Cultural Psychology and on the empirical debates of the research training developed at the doctoral level. The narratives were produced by three teachers from the public school system in the city of Teresina (PI) using the instruments/techniques of data production, the Collective Reflective Interview, the Reflective Memorial of the Formative Process, and the Pedagogical Letters, and interpreted using the analytical procedure Nuclei of Meaning. These narratives evidenced different meanings of the pedagogical practice to their subjects, which oscillated between the use of playing as a teaching strategy, on the one hand, and the understanding of the limitations of a pedagogical practice whose sole aim is to concretize the process of literacy, on the other.

Palabras clave : Literacy; Play activity; Child development; Childhood Education; Pedagogical practice..

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