(Re)ler mundos e palavras: leitura e escrita no contexto da educação infantil

Abstract

In the chapter "(Re)reading Worlds and Words: Reading and Writing in Early Childhood Education", Franciane Sousa Ladeira Aires and Kátia Batista Martins discuss reading and writing as social and cultural practices constituted through children's multiple languages. Drawing on the Sociology of Childhood and the works of Paulo Freire, Mikhail Bakhtin, Emília Ferreiro, Walter Benjamin, and Loris Malaguzzi, the authors argue that Early Childhood Education should provide meaningful experiences with oral and written language while recognizing children as rights-bearing subjects and producers of culture. They criticize school-centered practices based on the premature formal teaching of literacy and advocate for pedagogical approaches grounded in interaction, play, literature, storytelling, imagination, and creativity, fostering children's protagonism and expanding their ways of reading the world and written language. From this perspective, children's participation in literate culture should occur through contextualized, playful, and dialogical experiences that promote authorship, expression, and meaning-making while respecting the specificities of childhood.