LITERACY PRACTICES IN EARLY CHILDHOOD EDUCATION: CHALLENGES OF PEDAGOGICAL MEDIATION IN LIGHT OF ACTIVE METHODOLOGIES AND LISTENING PEDAGOGY

Abstract

This article discusses literacy practices in Early Childhood Education based on pedagogical mediation grounded in active methodologies and the pedagogy of listening. Understanding literacy as a social, cultural, and affective practice, the study aims to move beyond the logic of early and fragmented alphabetization, advocating for meaningful and contextualized experiences with written language. The research adopts a qualitative, descriptive-analytical approach, combining a literature review with reflective analysis of a pedagogical experience carried out in a public Pre-K classroom. The theoretical framework is based on authors such as Soares, Kleiman, Rinaldi, Vygotsky, Wallon, and Oliveira-Formosinho, who emphasize child protagonism, active listening, affectivity, and intentional teaching practices. The analysis reveals that literacy in early childhood must emerge from attentive listening to children, respecting their developmental pace and encouraging active participation through projects, group discussions, shared reading, and spontaneous writing. It concludes that literacy practices become more powerful, inclusive, and transformative when they respect children's uniqueness and are built in dialogue with their experiences and interests.