EARLY CHILDHOOD EDUCATION AND EMERGENT LITERACY: INTERFACES BETWEEN PUBLIC POLICIES AND TEACHING PRACTICES

Abstract

This article aims to discuss Early Childhood Education as the initial stage of the right to literacy, highlighting its theoretical, pedagogical, and legal foundations. This is a qualitative study with a bibliographic approach, grounded in authors such as Vygotsky, Piaget, Ferreiro, Smolka, among others, as well as in normative documents such as the Federal Constitution, the Law of Guidelines and Bases of National Education (LDB), and the National Common Core Curriculum (BNCC). The analysis of the theoretical framework made it possible to demonstrate that literacy is a process that begins in early childhood through meaningful experiences with oral and written language, developed in playful and interactive contexts. The results indicate that Early Childhood Education, when carried out with pedagogical intentionality, respect for child development, and qualified teacher mediation, contributes decisively to the construction of skills necessary for literacy. In addition, it was observed that the absence of effective and equitable public policies compromises this right, making the State subject to legal accountability due to omission. It is concluded that ensuring universal access to high-quality Early Childhood Education is a fundamental condition for guaranteeing the right to literacy and promoting educational justice. Further empirical research on pedagogical practices at this educational stage is recommended, as well as continuous investment in teacher education and in strengthening the articulation between school, family, and community.