Reflexões sobre processos de alfabetização inicial em crianças de idade pré-escolar

Abstract

The present study discusses some reflections involved in processes of initial literacy of preschool-age children, attending Children (IE). The research is relevant because it considers the child as a being social and language skills, who also have rights to learn to write. That because there are still many practices based on transmissive teaching with letters and syllables of the alphabet, decontextualized, through memorization activities and graphic training or, on the other hand, absence of work with written language, especially with the dimension referring to the Alphabetic Writing System (SEA). THE desired perspective part of the defense of including experiences with written language in playful contexts that ensure, in active methodologies, reflections on linguistic aspects, promoting the improvement of metalinguistic awareness in a contextualized and meaningful way. Based on this reality, the present work consisted of a bibliographic review and its general objective is to reflect on initial literacy processes of preschool-age children considering the specifics of Early Childhood Education. The importance of the Early Childhood Education in the promotion of meaningful experiences in promotion contexts of languages ​​and, more specifically, in the access to written language in its different dimensions. The methodology adopted was bibliographic research and, through it was possible to systematize studies by several theorists in the area to support the proposed problem. The results indicate that there is an abundance of literature about literacy in Early Childhood Education, but a lack of studies and proposals that include contextualized reflections on the alphabetic writing system, that is, the dimension of literacy in a perspective that considers the voices and children's interests. It is concluded that the theme literacy in Early Childhood Education is still fraught with disputes and controversies, and should be brought to light in the debate qualified, in order to promote investments by the government in policies training courses that consider children as powerful beings also in the field of written language, including in the legal scope pedagogical guidelines that have also into account proposals with reflections on words and other segments sound amid texts of social circulation, without disregarding the curriculum based on multiple languages.