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The work deals with the pedagogical practices applied by teachers of Preschool Education for the development of oral and written language. The objective is to analyze how these languages can be proposed in Preschool Education, based on the theoretical alignment of teachers in this stage of teaching Basic Education. The work was developed from a qualitative approach and had bibliographic research that contributes to the theoretical foundation of the work. Reports from teachers working in Preschool Education were also used, located in public schools in Belém/Pará, which were made possible through lectures given during classes of the curriculum component Oral and Written Language, in the fifth semester of the Pedagogy course of Federal University of Pará (UFPA), in 2019. The results indicate that numerous possibilities are outside the conventional standard adopted by schools for the appropriation of oral and written language by children in Preschool Education, besides, indicate that the theoretical current of teachers is essential for the development of these languages, which are important elements for the development of the subjects, their emancipation, and autonomy. 1 Graduando do curso de Pedagogia da Universidade Federal do Pará – UFPA, wilkersonadm211189@gmail.com; 2 Graduando do curso de Pedagogia da Universidade Federal do Pará – UFPA, lucianomedeiros2602@gmail.com.

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Experiências Pedagógicas para o Desenvolvimento da Linguagem Oral e Escrita com Alunos da Educação Infantil: Relatos de Professoras da Escola Pública Frente ao seu Fazer Docente