ALFABETIZAÇÃO E O PROCESSO DE AQUISIÇÃO DA ESCRITA NA EDUCAÇÃO INFANTIL

Abstract

Abstract: This study is part of an ongoing research project that focuses on the literacy process in early childhood education, at preschool ages 4 to 5, according to the BNCC (2018). The objective is to understand the acquisition of writing in early childhood education, in light of the Historical-Cultural Theory (Vigotski; Luria; Leontiev, 2019). From this perspective, early childhood literacy is a social and mediated process, in which the child learns to read and write through meaningful experiences. To this end, the teacher must have oriented training and the necessary knowledge about the child's development process. Writing is a cultural instrument, and its mastery involves symbolic stages (drawings, pseudo-letters) and the understanding of its social function. Playing and mistakes are an essential part of the active construction of knowledge. Literacy, therefore, goes beyond technique, integrating itself with the child's cognitive and cultural development. Thus, it is clear that the acquisition of writing skills in early childhood education occurs through mediated social interactions, with the support of adults and peers. According to Vygotsky's theory, culture shapes development and diversity is central to the literacy process; contemporary studies broaden this view, showing how schools should mediate without erasing differences. The methodology used will be a bibliographic survey, using the descriptors “literacy in early childhood education” and “writing acquisition in early childhood education”. This stage of the research will contribute to the analysis of the literacy process in early childhood education.