Teaching of alphabetic writing and practices of reading and writing texts in childhood education: an analysis of the three versions of National Common Curricular Base

Morais, Artur Gomes de; Silva, Alexsandro da; Nascimento, Gabryella Silva do

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Article • Rev. Bras. Educ. 25 • 2020 • https://doi.org/10.1590/S1413-24782020250018 copy

Teaching of alphabetic writing and practices of reading and writing texts in childhood education: an analysis of the three versions of National Common Curricular Base^* * The research that gave rise to this article was carried out with the support of Brazilian National Council for Scientific and Technological Development (Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq).

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

In this article we analyzed the prescriptions appearing in the three versions of Brazilian National Curricular Proposal (Base Nacional Comum Curricular) (2015, 2016, 2017) concerning the teaching of alphabetic writing and about reading and writing texts in childhood education. Using documental and content analysis, the three documents were examined, considering what they presented about the teaching of alphabetic writing (invented spelling, phonological awareness, letter knowledge) and also about writing and reading texts (genders suggested, reading comprehension and writing skills to be developed). We found out, in all versions of Brazilian National Curricular Proposal, little explicitation about children’s right to advance in their comprehension of alphabetic writing before primary school. In the last version, prescriptions about practices of reading texts were more evident but those about text writing were still scarce.

KEYWORDS:
childhood education; reading instruction; curriculum

Field of experience	Very young children (1 year and 7 months to 3 years and 11 months)	Young children (4 years to 6 years and 11 months)
Listening, speaking, language, and imagination.	Creating sounds, rhymes and gestures in wheel games and other games (EIBPEF02).	Registering personal experiences or activities performed at school, through photographs, videos, drawings, and writing (conventional or not) (EICPEF01). Producing their own writings, conventional or not, in situations with significant social function (EICPEF04). Hypothesizing about written texts, about the characteristics of writing, sentences, words, gaps, punctuation marks and other marks, understanding that writing is a representation of speech (EICPEF05).
Spaces, times, quantities, relations, and transformations.		Registering what was observed or measured, making an elaborated use of language, drawing, mathematics, writing, even unconventionally, or using technological resources (EICPET03).

Field of experience	Very young children (1 year and 7 months to 3 years and 11 months)	Young children (4 years to 5 years and 11 months)
Listening, speaking, language, and imagination.	Identifying and creating different sounds and recognizing rhymes and alliterations in nursery rhymes and poetic texts (EI02EF02). Demonstrating interest and attention by listening to the reading of stories and other texts, differentiating writing from illustrations, and following, with adult-reader’s guidance, the direction of reading (top to bottom, left to right) (EI02EF03). Handling different writing instruments and supporting to drawing, drawing letters, and other graphic signs (EI02EF09).	Expressing ideas, desires and feelings about their experiences through oral and written language (spontaneous writing), photos, drawings and other forms of expression (EI03EF01). Inventing singing games, poems and songs, creating rhymes, alliterations, and rhythms (EI03EF02). Picking and browsing books, looking for themes and illustrations, and trying to identify familiar words. Producing their own oral and written stories (spontaneous writing) in situations with significant social function. (EI03EF06). Raising hypotheses regarding written language, making records of words and texts, through spontaneous writing (EI03EF09).
Spaces, times, quantities, relations, and transformations.		Registering observations, manipulations and measurements, using multiple languages (drawing, registration through numbers or spontaneous writing, on different supports (EICPET03).

Field of experience	Babies (0-1 year and 6 months)	Very young children (1 year and 7 months to 3 years and 11 months)	Young children (4 years to 6 years and 2 months)
Listening, speaking, thinking, and imagination.	Enjoying listening to short stories (EIBEEF02). Imitating intonation variations and gestures performed by adults while reading stories and singing (EIBEEF03).	Reporting in a significant way, experiences and events, stories from books, films, or games (EIBPEF03). Creating new elements for the stories they listen to (EIBPEF04).	Inventing plots for games, stories, poems, songs, video scripts, and scenarios defining contexts, and characters (EICPEF02).
Body, gestures, and movements.			Demonstrating control and appropriate use of the body to participate in moments of care, play and games, listening and retelling of stories, artistic activities, among other possibilities (EICPCG03).
Traces, sounds, shapes, and images.		Recreating dances, theater scenes, stories, songs (EIBPTS05).

Field of experience	Babies (0-1 year and 6 months)	Very young children (1 year and 7 months to 3 years and 11 months)	Young children (4 years to 5 years and 11 months)
Listening, speaking, language, and imagination.	Showing interest in listening to poem reading and song presentation (EI01EF02). Expressing interest in listening to stories read or told by observing illustrations and reading movements of the adult reader (way of holding the material and turning the pages) (EI01EF03). Recognizing elements of story illustrations, pointing them out by request of the adult reader (EI01EF04). Imitating adult intonation variations and gestures when reading stories and singing (EI01EF05). Knowing and manipulating printed and audiovisual materials in different sources (book, magazine, comic, newspaper, poster, CD, tablet, etc.) (EI01EF07). Participating in situations of listening to texts in different textual genres (poems, fables, short stories, recipes, comics, ads, etc.) (EI01EF08). Knowing and manipulating different instruments and writing media (EI01EF09).	Showing interest and attention when listening to the reading of stories and other texts, differentiating writing from illustrations, and following, with the guidance of the adult reader, the direction of reading (top to bottom, left to right) (EI02EF03). Formulating and answering questions about storytelling facts, identifying scenarios, characters, and key events (EI02EF04). Reporting on experiences and events, hearing stories, films or watching plays (EI02EF05). Handling different textual materials demonstrating recognition of their social uses (EI02EF07). Manipulating texts and participating in listening situations to broaden the contact with different textual genres (parlendas, adventure stories, comic strips, posters, menus, news, etc.) (EI02EF08).	Raising hypotheses about textual genres in known materials, using graphic observation and/or reading strategies (EI03EF07). Selecting books and texts from known genres for reading by an adult and/or own reading (from their repertoire on these texts, such as memory retrieval, reading illustrations, etc.) (EI03EF08).

Version	Age range	Textual materials	Textual genre
1^st	0-6 months	Story books	Parlendas, poetry, songs, and other textual genre
2^nd	Infants (0 to 1 year and 6 months)		Stories
	Very young children (1 year and 7 months to 3 years and 11 months		Stories
	Young children (4 years to 6 years and 2 months)		Stories, poems, songs, video scripts, and role-plays
3^rd	Infants (0 to 1 year and 6 months)	Book, magazine, comic book, newspaper, poster, CD, tablet	Poems, stories, fables, tales, recipes, comics, ads
	Very young children (1 year and 7 months to 3 years and 11 months)	Classroom posters	Nursery rhymes and poetic texts, stories, parlendas, adventure stories, comic strips, menus, news
	Young children (4 years to 5 years and 11 months)	Book	Poems, songs, and stories

Field of experience	Young children (4 years to 6 years and 2 months)
Field of experience	2^nd version	3^rd version
Listening, speaking, language, and thinking (2nd version). Listening, speaking, thinking, and imagination (3rd version).	Registering personal experiences or activities performed at school in photographs, videos, drawings, and writing (conventional or not) (EICPEF01). Inventing plots for plays, stories, poems, songs, video scripts, and role-plays, defining contexts and characters (EICPEF02). Dictating oral texts to the teacher individually or in group (EICPEF03). Producing their own writings, conventional or not, in situations with significant social function (EICPEF04).	Retelling stories heard for production of written retelling, with the teacher as the one who writes (EI03EF05). Producing their own oral and written stories (spontaneous writing) in situations with significant social function (EI03EF06). Raising hypotheses regarding written language, registering words and texts through spontaneous writing (EI03EF09).

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[1] Artur Gomes de Morais has a doctorate in psychology from the Universidad de Barcelona (Spain). He is a profesor at the Universidade Federal de Pernambuco (UFPE). E-mail: agmorais59@gmail.com