LITERACY AND LETTERING IN EARLY CHILDHOOD EDUCATION: A QUALITY PEDAGOGICAL PRACTICE

Abstract

Currently in schools in Brazil, we find a major problem when it comes to the precariousness of literacy, because it is perceived that many people already educated are considered functional illiterate, and that they are not able to understand what they read. However, through the reality found in schools, it is essential that teachers can understand what literacy is and what literacy is, so that they can better develop their pedagogical practice, always aiming at meaningful literacy.  (MOREIRA, 1993) Therefore, the present text is the result of a bibliographical research on literacy, and one of the main objectives is to express the meanings of the literacy process and the literacy process, seeking to explain the specificity of each one and the importance of reconciling both, in addition to proposing a reflection between theory and educational practice of literacy literacy. Literacy and Literacy go hand in hand, and it is considered a rethinking of the acquisition of written language, based on literacy literacy, which should not be worked independently in the reality of Early Childhood Education, since it is fundamental for the life, formation and development of the human being, at any age.  (GARCIA, 1998)