Alfabetizar letrando no cenário da educação infantil

Abstract

Education in general is a subject that is always present in debates between educators, researchers and everyone concerned with improvements in teaching and learning, especially when it comes to the difficulties of institutions to teach reading and writing skills. This work aimed to analyze the pedagogical practice of teachers in relation to literacy and literacy processes in early childhood education. And the specific objectives are: Identify the difficulties that educators encounter to literacy literacy; To analyze how the textual diversities in the classroom are being worked for a better reflection on the ways and ways of these processes; Check how students are being encouraged in the habit of reading; To know the methodologies used by teachers in the literacy process and to verify how writing and orality are handled by teachers as social literacy practices. The Methodology of the research was a bibliographical and field survey through a qualitative and quantitative approach. The field research was carried out at the Municipal School of Infant and Primary Education Quilombola de Mangueira, located in the rural space S / N in the municipality of Salvaterra-Marajó, state of Pará. The results obtained with the research were achieved and we conclude that the objectives Were achieved in relation to literacy and literacy processes.