Reading and writing in Early Childhood Education in curriculum and practices: a case study from Belo Horizonte (MG)

This paper aims to analyze reading and writing practices that occur in public and affiliated Early Childhood Education institutions in Belo Horizonte. The focus was to evaluate the quality of learning opportunities involving reading and writing, in their interfaces, considering the specificities of the practices developed in the first stage of basic education, presented, established, and guided in national and municipal documents. It considers the contributions of theoretical discussions in the field of childhood, Early Childhood Education, referring to literacy and literacy, and mediation in the formation of young readers. A case study was made based on data extracted from previous research, which aimed to evaluate the quality of the learning environments of Early Childhood Education in the educational care of children from 2 to 5 years old. The data reveal that there were few situations in which reading and writing were present. In this sense, the case study reveals practices that still need to be problematized, about the importance of pedagogical work in Early Childhood Education that allow children to live significant experiences of learning knowledge related to reading and writing, thus expanding the possibilities of participation of the little ones in a reflective way. critical, autonomous, and competent in our written culture.

Keywords:
Reading and Writing Practices; Early Childhood Education; Childhood; Literacy