Culture in Child Education: brief reflections on a field of contested conceptions
DOI:
https://doi.org/10.20873/uft.rbec.e15635Abstract
ABSTRACT. This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages.
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