ORALIDADE E ESCRITA NA EDUCAÇÃO INFANTIL: CONSIDERAÇÕES A PARTIR DA TEORIA HISTÓRICO CULTURAL

Abstract

Abstract: This work aims to analyze scientific productions in the area educational considerations about learning oral and written language in Early Childhood Education (preschool), based on historical-cultural theory. To this end, through bibliographical research, articles and book chapters were selected that dealt with the learning and development of speaking and writing in Early Childhood Education. From readings and analyzes of the data, we found that the historical-cultural theory contributes to the understanding that learning written and oral language in Early Childhood Education (pre-school) is a process that depends on enriching social interactions, mediation of educator and the insertion of the child in social language practices that value both the oral as well as written and promote learning and development of skills predictors of literacy.