The present research understands that reading-writing is often an activity that occupies a large
part of the work with children in child education, especially from 4 years of age onwards. Given
that it is a topic that has generated controversy and contradictions in the area, we chose to verify
the tension surrounding the work with reading-writing in preschool through the perceptions and
practice of a teacher. We understand that the individual, as a unit in society, is extremely complex and carries elements of the collectivities of its specific social context. Therefore, we traced
a path of analysis that begins in life experiences and moves towards the collective structures
that formed the teacher's perceptions and how she has been practicing reading-writing in the
activity room with the children. There is direct dialogue, therefore, with the studies of Vigotski
(1996; 2000; 2001; 2003; 2018a; 2018b) and their collaborators, Luria (2018) and Leontiev
(2004; 2017), pioneering scholars of Historical-Cultural Theory. Data production was based on
non-participant observation and interviews inspired by the recurrent model (LEITE; COLOMBO, 2015). The records were made in a field diary, footage and photographs, later analyzed with the support of the evidential paradigm, by Ginzburg (1989; 2006). The data reveal
the predominance of everyday knowledge about pedagogical practice with reading-writing in
the analyzed preschool class. We noticed that the spaces and moments of routine in which reading-writing manifested itself more frequently were limited to the interior of the activities room
and in a strict manner. We also noted that the factors that generated tension in the teacher's
reports and actions, in her perceptions and attitudes regarding the subject of this study, were
related to the basis of her academic education and were maintained due to the prevalence of
knowledge arising from fragile interpretations, inherent to different pedagogical trends and present in the daily life of the school, crystallized in the practices and little or never questioned by
those who deal with daily school life.
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