Práticas de leitura e escrita na educação infantil: reflexões a partir do estágio curricular

Abstract

This undergraduate course completion research was developed based on experiences in curricular internship in early childhood education. Considering the activities of the undergraduate course in Pedagogy and also the challenges we experienced in the curricular internship carried out in children education, it was possible to understand the need for greater in-depth knowledge about oral language, written language and pedagogical work in early childhood education. To guide the study, the following research problem was elaborated: how reading and writing can be included in the daily routine of Early Childhood Education in order to promote understanding of the use of this language among children? The general objective was to characterize written language as a form of communication and expression that is not restricted to the school environment. The specific objectives include: to point out characteristics and possibilities of pedagogical work with oral and written languages in early childhood education; to discuss, based on bibliographic research and training activities in the curricular internship of the Pedagogy course, possibilities of educational practices aimed at the development of written language with children in preschool. The development of this study was guided by a qualitative approach, based on a bibliographic survey that guided the learning, reflections and writing of the research. We also used a field diary to register the experiences made possible by the curricular internship and to articulate theoretical and practical aspects of the training. The results demonstrate that written language, when used as a tool for communicating ideas, facts, experiences, and, ultimately, when connected to life in society, actively promotes children's involvement and brings very promising results.