Implementation of the reading and writing program in early childhood education in the state of Pará

Abstract

This article aims to present and discuss data related to the implementation process of the teacher training program Reading and Writing in Early Childhood Education – LEEI, in the state of Pará. LEEI is a federal program, offered within the scope of the National Commitment to Literate Children, with the objective of training professionals in Early Childhood Education, at the level of continuing education, in order to qualify the pedagogical work organized to promote the processes of appropriation of cultural reading and writing practices by children aged 4 to 5 years old. The method used was documentary research, using as sources: official MEC documents, guiding documents prepared by the Program's coordination in the North Region and documents prepared by the state coordination itself. The results show that the implementation of LEEI in the state of Pará is a pioneering action in teacher training in Early Childhood Education in the state, covering 143 municipalities with very peculiar, diverse and unequal realities, which imposed several challenges to be overcome during the process, but also generated possibilities for inter-institutional actions in favor of children from Pará and teacher training capable of promoting children's access to cultural reading and writing practices. It is concluded that the implementation of LEEI Pará contributed to the training of teachers committed to the implementation of democratic and quality early childhood education in the state, but it requires adjustments so that it can fully fulfill its objective.