The present study intends to outline the guidelines on reading and writing practices in the context of
early childhood education, in the light of the institutional documents RCNEI, DCNEI and BNCC. The
work has a bibliographic character since it will be done through the reading and analysis of what these
documents point out about the child's first contacts with reading and writing. However, we understand
that this contact of the child is made through the interactions that precede the entry into the Early
Childhood Education institutions, and that their interest, participation and involvement with these
processes result from the quality of the interactions that are offered. We found in the readings that the
directions found in the three documents lead us to reading and writing experiences that result from
pleasant interactions, light permeated by meanings and representations for the child, far from mechanical
practices based on repetitions devoid of meaning and that make no sense. in the development, learning
and enchantment of the world of reading and writing.
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