Resumo

LUCON, Juliana Stephan  e  TONATTO ZIBETTI, Marli Lúcia. CHILD LITERACY: conceptions and perspectives. Rev. Exitus [online]. 2020, vol.10, e020032.  Epub 30-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1256.

This article results from the bibliographic survey aimed at understanding how the field of child literacy has been studied in recent years in Brazil, identifying theoretical conceptions that support the published works, the themes that were the object of analysis, as well as gaps that require greater attention of researchers. The website of the National Association for Research and Postgraduate Education (ANPED) and the repository of the Online Scientific Electronic Library (Scielo) were as databases consulted for this exam, with the return of 21 articles read in full, under delimited consultation to the period from 2011 to 2017. The results that result in most of the production come from the southeast and northeast regions and decorate researches researched in postgraduate programs. Regarding the theoretical references, it is noted the great diversity, with a predominance of psychological focus in the written language and without literacy. A theoretical perspective of historical-cultural psychology begins to ground some productions. Regarding the themes, the data indicate great heterogeneity, being more approached in reading and writing learning, followed by the pedagogical practices used to literacy. The results show that the themes that require the most attention are the literacy of children with disabilities; use of technology and literacy in culturally diverse contexts, such as the countryside, indigenous and quilombola communities, as well as evaluation in the teaching and learning processes of written language.

Palavras-chave : Learning; Reading; Writing.

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