Reading and writing practices in the process of alphabetization and literacy in childhood education

Abstract

This article discusses the possibilities of working with reading and writing in early childhood education in a meaningful way, in the process of alphabetization and literacy. Thus, in pursuit of success, our discussions revolve around the times and spaces in which reading and writing teaching should begin. Allied to this, the perspectives in relation to young children change, being considered as beings capable of building their learning, through interactions with the environment, with their peers and with adults. In the meantime, the discussion on initial and continued teacher training in favor of pedagogical practice in early childhood education is considered relevant. This is a research with a qualitative approach, based on a bibliographic review and documental nature. The results demonstrate that it is possible to achieve alphabetization and literacy in a citizen way based on meaningful participation, such as moments of reading, telling and retelling stories, making drawings, going beyond mechanized practices. In addition, properly trained teachers will be able to guide students in educational development.