Os desafios das práticas pedagógicas diante da alfabetização e letramento na educação infantil

Abstract

The present work aims to clarify what literacy is and what are the ways for the student to acquire adequate knowledge for their growth. Contextualize the didactic sequences in order to make them more meaningful and understandable for children. The methodological approach used was bibliographic research, the main procedure being the descriptive analysis. Emphasizing literacy as a pedagogical practice to be carried out in a playful way, and emphasizing that the literacy process is to prioritize actions that provide access to this work, and it is essential that active participation occurs in the proposed activities with a focus on motivating and stimulating situations that favors cognitive and personal development. The perspective in early childhood education must therefore be conceived from the moment the student enters school, the teacher is essential for the development in the higher psychological function of the student. The Challenges of Inclusive Education under a new look. For this, an explanation was made of the role of the school, the role of the family and the role of the teacher, pedagogical practices in early childhood education, political pedagogical project as the basis of pedagogical practice and pedagogical practice mind and body. We observed some pedagogical practices among them: Romantic, Cognitive and Critical pedagogical practice. Because it is from the recognition of changes in these three points that the inclusion of the student and training is ensured so that society recognizes differences without discrimination and prejudice.