Social Representations of literacy on Early Childhood Education: a rethorycal analisys of research from 2021 to 2023

Abstract

This research aimed to analyze the possible social representations of the pedagogical practice of literacy in Early Childhood Education, in order to understand what guides the anticipation of such a practice that, ideally, should be introduced in the early years of Elementary School. The analysis is based on discourses on the topic in research that investigates the work of Early Childhood Education teachers and on documents that regulate this segment. A research was necessary in light of the Theory of Social Representations conceived by Serge Moscovici, under a sociogenetic approach. The methodology used is based on bibliographical research and rhetorical analysis. Rhetorical analysis techniques as a methodological strategy allow us to verify how social actors give new meanings to new objects, producing more consistent work on the object of study, considering that rhetorical analysis considers the context in which the speech is produced, exposing argumentative techniques. This study allowed us to expose the concepts socially elaborated from public policies and how they influence literacy work in Early Childhood Education, encouraging its early practice. Furthermore, it was possible to infer that the pedagogical work of teachers in early childhood education is based on a “schooling” culture supported by a social representation of school as a place to learn to read and write, giving priority to play, playfulness, among other forms of learning and to develop skills.