<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812022000200335</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.103i264.4964</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura, compreensão e produção de textos na educação infantil: o que prescrevem os currículos de seis países?]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading, comprehension and production of written texts in early childhood education: What do the curricula of six countries prescribe?]]></article-title>
<article-title xml:lang="es"><![CDATA[Lectura, comprensión y producción de textos en la educación infantil: ¿Qué prescriben los currículos de seis países?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Artur Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Alexsandro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE).  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona (UB)  ]]></institution>
<addr-line><![CDATA[Barcelona Catalunha]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE)  ]]></institution>
<addr-line><![CDATA[Caruaru Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE)  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>103</volume>
<numero>264</numero>
<fpage>335</fpage>
<lpage>355</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812022000200335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812022000200335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812022000200335&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, analisa-se o que os currículos de seis diferentes países prescrevem, atualmente, sobre o ensino de leitura, compreensão e produção de textos escritos durante a etapa de educação infantil. Para tanto, realizou-se uma pesquisa documental que teve como corpus os documentos curriculares nacionais do Brasil, de Portugal, do Canadá - Quebec, da França, do México e da Espanha, os quais foram tratados por meio da análise temática categorial de conteúdo. Os resultados evidenciaram que existe, em todos os currículos examinados, um compromisso com o letramento das crianças menores de 6 anos. Sem assumir o ensino de estratégias de compreensão de leitura e de produção de textos escritos específicas, os documentos prescrevem a promoção do interesse por ler e escrever textos, as habilidades de recontar histórias e de manusear suportes de escrita. Também defendem a produção de textos coletivos, tendo o professor como escriba, além das tentativas infantis de escrita individual, mesmo que notadas com grafias ainda não convencionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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&#8217;s attempts at individual writing, even if they are written in non-conventional symbols.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se analiza lo que los currículos de seis países diferentes prescriben, actualmente, sobre la lectura, comprensión y producción de textos escritos durante la etapa de la educación infantil. Para ello, se realizó una investigación documental que tuvo como corpus los documentos curriculares nacionales de Brasil, Portugal, Canadá -Quebec, Francia, México y España-, que fueron tratados por medio de análisis temático categorial de contenido. Los resultados evidenciaron que existe, en todos los currículos examinados, un compromiso con la literacidad de los niños menores de seis años. Sin asumir la enseñanza de estrategias de comprensión de lectura o de producción de textos específicos, los documentos prescriben la promoción del interés por leer y escribir textos, las habilidades de recuento de historias y de manejo de soportes de escritura. También defienden la producción de textos colectivos, teniendo al docente como escriba, además de los intentos de escritura individual de los niños, aunque anotados con grafías no convencionales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[letramento]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
</kwd-group>
</article-meta>
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