LITERACY IN EARLY CHILDHOOD EDUCATION CLASSES Thalita Nuccini Garbes, Irene da Silva Coelho

Abstract

This article deals with literacy in early childhood education and its contributions to the acquisition of reading and writing skills. The objective is to investigate how this process of literacy construction takes place in a school in Baixada Santista, through field research that uses a questionnaire applied to teachers in order to collect information about the literacy process in action at school. As a basis, we use the concepts of Magda Soares (1992), Teberosky (2003) and Kleiman (1995) on literacy and alphabetization. The research reveals that children exposed daily to situations that involve reading and writing, through contact with books, texts, games and play, expand their level of literacy.