A leitura e escrita no contexto da educação infantil

Abstract

This bibliographic work aims to survey the relationship between teaching and pedagogical practice and the formation of reading and writing habits from Early Childhood Education, analyzing the work carried out before and after the approval of the BNCC (BRASIL, 2017). The analyzed researches were from the universities around the Federal University of São Carlos, São Carlos – São Paulo. The research base was from the critical historical pedagogy