LITERACY AND READING COMPREHENSION: IN EARLY CHILDHOOD EDUCATION OR ELEMENTARY SCHOOL?

Abstract

This article analyzes the relationship between literacy and reading comprehension as essential processes for the intellectual, social, and civic development of the individual. Literacy is understood as learning the writing system, while reading comprehension refers to participation in social practices of reading and writing. Both are recognized as fundamental rights guaranteed by legal documents of Brazilian education, such as the Federal Constitution, the LDB (Law of Directives and Bases of National Education), the PNE (National Education Plan), the BNCC (National Common Core Curriculum), and the National Literacy Policy. The analysis of educational legislation reveals divergences regarding the time frame foreseen for the consolidation of literacy, reinforcing the need for intentional pedagogical practices from early childhood. Theoretical foundations of child development are also addressed, highlighting the importance of cognitive, affective, and social aspects. In addition, it presents teacher accounts that highlight challenges such as the heterogeneity of classes and the need for methodological adaptations. It concludes that integrating literacy and reading comprehension from early childhood education is essential to guarantee learning.