Leitura, escrita, educação infantil e BNCC: aspectos teóricos-metodológicos

Abstract

This article aims to analyze how the Common Curricular National Base (BNCC) of Early Childhood Education presents reading and writing guidelines, considering the peculiarities of this level of education, with the possibility of this process still occurring in Early Childhood Education, reconciling the reading / writing competence and playfulness / play, and respecting the child's cognitive time. A qualitative approach was used, specifically documentary research, and brings in the theoretical frameworks the history of early childhood education in Brazil, as well as childhood concepts and studies on reading and writing in this stage of School Education. After BNCC analysis, it was found in his writings that it is possible for children to develop skills and learning that are favorable to reading and writing, spontaneously, respecting their childhood, cognitive time by age group, as well as their daily experiences, having the teacher as the main mediator of educational actions.