Práticas curriculares de leitura e escrita na educação infantil: o que desvela as escolhas docentes?

Abstract

The present work aims to know the curricular practices of reading and writing that, according to the teacher, contribute most to the process of basic literacy and its relation with the curricular practices that children like the most. For this, a preliminary survey was conducted through an online search involving 29 teachers from Municipal Centers for Childhood Education, with pertinent questions to the theme. The results indicate a relative diversity of practices such as storytelling, reading of different books by the teacher, reading of different texts by students, identification of letters and words in texts in the field of reading, and retelling of story illustrating by drawing, free text production, individual text production and also in pairs, in the field of writing. In this diversity of practices there seemed to be active participation of children and strong presence of the playful. The results also indicate some harmonization between the practices preferred by teachers and children. It is also noticed an alignment of the reading and writing activities developed with what is oriented by the Common National Curricular Base (NCCB).