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49 - ENTRE LIVROS, EXPERIÊNCIAS E FORMAÇÃO: O PERCURSO DO PROGRAMA LEEI NA EDUCAÇÃO INFANTIL EM MAIRI-BA

Doi: 10.47094/978-65-284-0357-8/441-449

PALAVRAS CHAVE: Cultura escrita. Docência. Políticas educacionais.

KEYWORDS: Written culture. Teaching. Educational policies.

ABSTRACT:
This chapter presents reflections on the experience of implementing the Reading and Writing in Early Childhood Education Program (LEEI) in the municipality of Mairi, Bahia, during the years 2024-2025, within the context of the actions of the National Commitment to a Literate Child (CNCA). The study aims to analyze the contributions of the training process to the re-signification of the pedagogical practices of early childhood education teachers, especially regarding experiences with oral language, reading, and writing in early childhood. Methodologically, it is an experience report with a qualitative and reflective approach, based on the author' s experience as a municipal trainer for the program. The discussion articulates theoretical frameworks from early childhood education and teacher training, engaging with authors such as Vygotsky, Kramer, Oliveira, Tardif, Nóvoa, and Larrosa, as well as contributions from the literature on literacy and the psychogenesis of written language. The results show that the training process fostered significant shifts in the teachers' conceptions about working with language in childhood, contributing to a broader understanding of reading and writing as cultural and social practices present in children' s daily lives.

Autores

  • Ana Carla Pimenta de Oliveira Carneiro

  • Ana Paula da Silva Conceição

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