Letras, Palavras e Histórias: Fomentando a Expressão de Leitura e Escrita na Educação Infantil

This study investigates the process of writing acquisition in children during the transition from early childhood education to elementary school—a critical stage for cognitive, linguistic, and social development. The objective is to analyze methods, strategies, and challenges in building the foundation for literacy between the final year of preschool (Infantil V) and the first grade of elementary school in six municipal schools in Fortaleza, Ceará. The main theoretical references include Emília Ferreiro and Teberosky (1999), Magda Soares (2003, 2005), and Sonia Kramer (2007), who respectively address the construction of writing knowledge, the distinctions between literacy and reading/writing instruction, and pedagogical practices that respect natural learning processes. Using a qualitative approach, the research analyzed interviews with six teachers, examining their practices and perceptions regarding literacy. The results highlight the importance of integrated and continuous pedagogical practices that respect children’s individual learning rhythms, avoiding harmful discontinuities in the learning process. The study concludes that inclusive educational policies and pedagogical practices that value multiple forms of language are essential for an effective transition, contributing to the integral development of children and their ability to fully participate in a literate society.