Alfabetizar ou letrar na educação infantil: o conflito entre as funções da educação infantil na prática do professor

Abstract

This course conclusion work entitled: Literacy or Literacy in Early Childhood Education: the conflict between the functions of Early Childhood Education in the teacher's practice, has as general objective to understand the literacy and literacy processes with children aged 05 years in early childhood education. To respond to the objectives outlined in the study, we built a theoretical chapter, dialoguing with authors such as Oliveira (2010), Souza (2019), Àries (1981), LIMA (2014) among others. The research was designed from the qualitative paradigm in a field research. The reports in this study were able to relate what it proposes to do in theory and what is actually practiced, but above all, it was responsible for presenting the teachers' voices about their challenges in working with five-year-old children. Thus, this research has the researcher's narratives from the observation of the field and that of the teachers, allowing an exchange of experiences to, in this way, favor the perception we have about what we do in early childhood education and seeking answers to some existing paradigms.