CHILDHOOD AND EARLY CHILDHOOD EDUCATION IN LEEI/MS TRAININGS

Meanings in Circulation

Abstract

This article analyzes conceptions of childhood and early childhood education that emerge from the training sessions promoted by the Reading and Writing in Early Childhood Education Project, in Mato Grosso do Sul (LEEI/MS), within the context of the National Commitment to Child Literacy (CNCA). Based on seven live broadcasts held between 2024 and 2025 on the project’s YouTube channel, this qualitative investigation combines documentary and discourse analysis, focusing on statements that define ways of understanding childhood, teaching, and written culture. The live sessions are understood as spaces of circulation of policies and production of meanings, where national guidelines, local interpretations, and formative experiences intersect. The results indicate the presence of conceptions of the child as an epistemic subject and of early childhood education as a field of culture, language, and coexistence, in tension with developmental and instrumental rationalities. The analyses suggest that LEEI/MS performs a movement of translation and resignification of the CNCA, shifting the work with reading and writing toward the field of ethical, aesthetic, and collective experience. The study contributes to understanding how public policy discourses are reconfigured within formative practices, producing new meanings for childhood and teaching.