SciELO - Scientific Electronic Library Online

 
vol.103 número264A partir de Anísio Teixeira: reflexões sobre a educação brasileiraCotas para pessoas com deficiência nos cursos superiores do Instituto Federal do Paraná (IFPR) índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Compartilhar


Revista Brasileira de Estudos Pedagógicos

versão impressa ISSN 0034-7183versão On-line ISSN 2176-6681

Resumo

MORAIS, Artur Gomes de  e  SILVA, Alexsandro da. Reading, comprehension and production of written texts in early childhood education: What do the curricula of six countries prescribe?. R. Bras. Est. Pedag. [online]. 2022, vol.103, n.264, pp.335-355. ISSN 2176-6681.  https://doi.org/10.24109/2176-6681.rbep.103i264.4964.

This article analyzes what the curricula of six different countries prescribe, nowadays, on the teaching of reading, comprehension and production of written texts during the early childhood education. To this end, a documentary investigation was carried out that had as a corpus the national curricular documents of Brazil, Portugal, Canada - Quebec, France, Mexico and Spain, which were treated through the categorical thematic analysis of content. Results demonstrated that, in all the curricular documents examined, there is a commitment to the literacy of children under six years of age. Not assuming the teaching of reading comprehension strategies nor the production of specific written texts, the documents prescribe the promotion of interest in reading and writing texts, the skills of retelling stories and handling writing aids. They also defend the production of collective texts, with the teacher playing the role of scribe, in addition to children’s attempts at individual writing, even if they are written in non-conventional symbols.

Palavras-chave : curriculum; early childhood education; literacy.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )