<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000401630</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.079.ao17</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A cultura escrita na educação infantil: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Written culture in early childhood education: a systematic review]]></article-title>
<article-title xml:lang="es"><![CDATA[La cultura escrita en la educación infantil: una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Danielle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amiel]]></surname>
<given-names><![CDATA[Tel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>79</numero>
<fpage>1630</fpage>
<lpage>1651</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000401630&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000401630&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000401630&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda as relações entre crianças e cultura escrita e suas implicações para a prática pedagógica na Educação Infantil. Tem por objetivo compreender os modos de aproximação e participação das crianças na cultura escrita com enfoque em duas questões principais. Primeiro: quais são as perspectivas abordadas na literatura acerca da cultura escrita na Educação Infantil? Segundo: dentre as investigações, quais as intervenções utilizadas para abordar a cultura escrita na Educação Infantil e nos primeiros anos do Ensino Fundamental? A partir de uma Revisão Sistemática de Literatura (RSL), realizada com base na literatura científica publicada nos idiomas português e espanhol, entre os anos de 2010 e 2020, apresentamos o panorama da produção acadêmica desse universo temático. Os resultados apontam que o incentivo à participação na cultura escrita é desejável e viável para essa faixa etária, sendo importante intencionalmente fomentar espaços e momentos para essas ações. Apontam ainda para uma diversidade de possíveis intervenções e estratégias - que precisam ser coerentes com o universo infantil - favorecendo a construção de significados pela criança de forma lúdica. Embasados nos resultados da RSL, um guia docente com sugestões para o trabalho pedagógico foi criado e disponibilizado na forma de um Recurso Educacional Aberto (REA).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses the relationships between children and written culture and their implications for pedagogical practice in Early Childhood Education. It aims to understand the ways in which children approach and participate in written culture, focusing on two major questions. First: what are the perspectives addressed in the literature in regards to written culture in Early Childhood Education? And second: among the investigations, what interventionist approaches are used in promoting written culture in Early Childhood Education and in the first years of Elementary School? Based on a Systematic Literature Review (SLR), carried out using the scientific literature published in Portuguese and Spanish, between the years 2010 and 2020, we present the panorama of academic production in this thematic universe. The results indicate that encouraging participation in written culture is desirable and feasible for this age group, and it is important to intentionally foster spaces and moments for these activities. The results point to a diversity of possible interventions and strategies - which need to be aligned with the children's worldview - favoring the construction of meaning by the child in a playful manner. Based on the results of the SLR, a teachers&#8217; guide with suggestions for pedagogical work was created and made available as an Open Educational Resource (OER).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto aborda la relación entre los niños y la cultura escrita y sus implicaciones para la práctica pedagógica en la Educación Infantil. Su objetivo es comprender las formas de acercamiento y participación de los niños en la cultura escrita centrándose en dos cuestiones principales. En primer lugar: ¿cuáles son las perspectivas abordadas en la literatura sobre la cultura escrita en la Educación Infantil? Y segundo: entre las investigaciones, ¿cuáles son las intervenciones utilizadas para acercarse a la cultura escrita en la Educación Infantil y en los primeros años de la Escuela Primaria? A partir de una Revisión Sistemática de la Literatura (RSL), realizada sobre la literatura científica publicada en portugués y español entre 2010 y 2020, presentamos un panorama de la producción académica en este universo temático. Los resultados indican que fomentar la participación en la cultura escrita es deseable y factible para este grupo etario, siendo importante fomentar intencionadamente espacios y momentos para estas acciones. Los resultados apuntan una diversidad de posibles intervenciones y estrategias - que deben ser coherentes con el universo de los niños - o sea, que favorezcan la construcción de significados por parte del los niños de forma lúdica. A partir de los resultados de la RSL, se creó una guía didáctica con sugerencias para el trabajo pedagógica, que se puso a disposición como Recurso Educativo Abierto (REA).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura escrita]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Multiletramentos.]]></kwd>
<kwd lng="en"><![CDATA[Written culture]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies.]]></kwd>
<kwd lng="es"><![CDATA[Cultura Escrita]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Multiletramientos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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