Produção acadêmico-científica sobre cultura escrita na educação infantil: concepções pedagógicas presentes em periódicos brasileiros

Abstract

Considering the specificities of pedagogical work with writing in early childhood education, and because this theme is within the "curriculum" axis that integrates one of several research fields of the Study and Research Group on early childhood education (GEPEI) of the Federal University of Western Pará (UFOPA), the need to research articles that address this theme in Brazilian scientific productions has arisen, given that, over the last few years, several pedagogical conceptions and trends have disputed a place in public policies and teaching practices for this stage of education in Brazil. This work is inspired by the ideas of Vigotski and his collaborators and the studies of contemporary researchers, such as Mello (2010), who understand writing as a complex cultural instrument. The main objective of the research is to identify what brazilian academic-scientific productions point to on the theme written in early childhood education, seeking to highlight the main pedagogical conceptions of this material, based on a Bibliographic Research similar to the State of the Art, considering the articles of the period 2010 after the publication of the National Curriculum Guidelines for Early Childhood Education until 2022. The searches were conducted through Google Scholar, SCIELO (Scientific Electronic Library Online) database and other Brazilian scientific academic repositories. The analysis points out that there is still the presence of writing conceptions that implicitly support the schooling of the child based on literacy and/or literacy methods. On the other hand, there were indications that educational systems and early childhood education institutions have sought to overcome traditional models of teaching and recognize Early Childhood Education as an important step for the cultural and psychic development of children.