Alfabetizar letrando: descobrindo e reconhecendo a escrita e as suas linguagens

Abstract

The present article presents the results of the Extension Project of UFMS/CPAQ, entitled “Literacy Through Letramento: discovering and recognizing writing and its languages.” The project seeks to promote pedagogical practices that support the development of reading and writing, integrating literacy and letramento. Literacy is understood as the acquisition of reading and writing skills, enabling the encoding and decoding of words and numbers, while letramento refers to the competent use of these skills in different social practices. The research focuses on the teaching and learning process of reading and writing in Early Childhood Education, especially in Preschool, integrating theory and practice within the initial training of teachers. The main objective is to identify methodologies and pedagogical strategies that support literacy and letramento, considering the children’s cognitive, social, and linguistic dimensions. The theoretical foundation is based on authors such as Soares (2003), Kleiman (1995), Ferreiro and Teberosky (1999), and Vygotsky (1998), who discuss literacy, letramento, and the importance of playfulness in the educational process. The activities take place at CMEI Vereador Ademir Brites, in Aquidauana/MS, through the creation of playful and contextualized activities, workshops for teachers conducted by Pedagogy undergraduates, and classroom interventions with children. The results show progress in interest in reading, vocabulary expansion, understanding of the writing system, and autonomy in text production. The project also fostered the exchange of knowledge and the implementation of more integrative and meaningful pedagogical practices.