Alfabetização e letramento na educação infantil: Contribuições de Magda Soares

Abstract

This paper investigates Magda Soares' theoretical and methodological contributions to the process of literacy and literacy in Early Childhood Education, with an emphasis on the insertion of children into the culture of writing. Based on the concept that literacy and literacy are inseparable practices, the study explores how these practices can be integrated into the playful and pedagogical environment of Early Childhood Education, allowing children to develop their reading and writing skills in a meaningful and enjoyable way. The research also analyzes the guidelines presented in legal documents, such as the National Common Curricular Base (BNCC) and the National Curricular Guidelines for Early Childhood Education (DCNEI), aiming to create a connection between theory and pedagogical practice. The methodology adopted was bibliographical research, based on sources such as books, scientific articles and legal documents. The theoretical survey included the contribution of the author Magda Soares, for the understanding of literacy and literacy as social practices. It is concluded that the insertion of children into written culture from early childhood education onwards is an essential process for the development of their linguistic skills, establishing the importance of a literacy environment that respects the time and developmental characteristics of each child. Through playful and contextualized activities, children are motivated to explore writing and reading in a meaningful way, which contributes to their comprehensive education and their engagement in the social practices of reading and writing. Magda Soares' contributions are, therefore, indispensable for the construction of a pedagogical practice that promotes literacy and literacy from the earliest school years.