TIME TO LEARN COURSE AND EARLY CHILDHOOD EDUCATION: A CRITICAL ANALYSIS

• Autor(a) principal: Arruda , Tatiana Santos
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2911
• topic: Tempo de Aprender. Educação infantil. Alfabetização e letramento.; Tiempo de Aprender. Educación infantil. Alfabetización; Time to Learn. Child education. Literacy

The purpose of this article is to analyze how the Tempo de Aprender course approaches the process of initial learning of written language, in early childhood education. We start from the understanding that this stage has a pedagogical specificity aimed at the integral development of children and their cultural formation and that the initial learning of written language involves the processes of literacy. The construction of the information took place according to the content analysis, followed by the documentary analysis of the modules present in the course. In the final considerations we conclude that: a) the course does not consider the social function of early childhood education and its relationship with the initial written language learning process; b) the conceptions of child and childhood refer to passive subjects in the learning process; c) there is a disconnect between the educational processes and the children's experiences, which includes the absence of the different social functions of writing.