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

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.