Leitura e contação de história na Educação Infantil: um estudo sob a perspectiva da Teoria Histórico-Cultural
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2016-12-15
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Universidade Estadual Paulista (Unesp)
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Vinculada à linha de pesquisa Teoria e Práticas Pedagógicas do Programa de Pós-Graduação em Educação da FFC/Unesp, Marília/SP., esta dissertação baseia-se em investigação que parte do problema: os momentos de leitura e contação de histórias propostos em quatro turmas de Educação Infantil apresentam aspectos indicadores que os aproximam daquilo que denominamos como atividades capazes de promoção de aprendizagens propulsoras de um pleno desenvolvimento cultural nos anos iniciais da vida? O objetivo da pesquisa dirige-se a compreender se há indícios de que os momentos de leitura e de contação de histórias se constituem como atividades capazes de motivar aprendizagens promotoras de desenvolvimento humano, em turmas de crianças da Educação Infantil, a partir de princípios e teses da Teoria Histórico-Cultural. Embasamos nossos estudos sob a perspectiva da Teoria Histórico-Cultural e em outros autores contemporâneos que estão referenciados ao longo deste trabalho. A hipótese do estudo é que os momentos de leitura e de contação de histórias planejados de maneira consciente são essenciais para a aprendizagem da criança e promovem seu pleno desenvolvimento humano. Como procedimentos metodológicos, realizamos levantamento bibliográfico e produção de dados em campo com quatro professoras de quatro turmas de crianças de cinco anos de Escolas de Educação Infantil sobre práticas pedagógicas de leitura e contação de histórias, no período de abril a setembro de 2015. Nosso lócus de investigação, envolve quatro escolas públicas de Educação Infantil, uma de cada região de um município do interior paulista. Além do levantamento bibliográfico, os instrumentos de produção de dados envolvem: entrevista semiestruturada com as quatro professoras, quatro sessões de observação de suas práticas pedagógicas e análise de documentos tais como os semanários desses profissionais. Destacamos como resultados dos estudos realizados até então a aparente ausência de planejamento e organização das propostas de leitura e de contação de histórias, revelando práticas engessadas ao cumprimento de conteúdos curriculares, sem considerar a criança como sujeito ativo do seu processo de aprendizagem. Essas práticas possibilitam a formação de ouvintes e não de leitores, fragmentando o acesso das crianças aos livros de literatura infantil. Outra questão essencial é a premência de um programa de formação docente sólida e constante como suporte para intencionalidade do professor, especialmente em seu compromisso de ensino de planejamento, desenvolvimento e avaliação de situações em que as crianças estabeleçam relações com o meio que as circunda. As narrativas docentes e as observações da prática pedagógica permitiram diversas discussões, a partir dos autores estudados, e revelaram que os momentos de leitura podem ser atividades efetivas com a oferta de materiais, o que requer o acesso da criança aos objetos da cultura historicamente acumulada.
The dissertation is based on research that starts from the problem: the moments of reading and storytelling proposed in four studies, which are based on the research and pedagogical theory of the Postgraduate Program in Education of the FFC / Unesp, Marília / SP. Classes of Early Childhood Education present indicators that bring them closer to what we call activities capable of promoting learning that propels a full cultural development in the early years of life? The objective of the research is to understand if there are indications that the reading and storytelling moments constitute activities capable of motivating learning that promote human development in children's classes of Early Childhood Education, based on principles and theses Of Historical-Cultural Theory. We base our studies from the perspective of Historical-Cultural Theory and other contemporary authors that are referenced throughout this work. The hypothesis of the study is that conscious reading and storytelling moments are essential for the child's learning and promote their full human development. As methodological procedures, we carried out a bibliographical survey and field data production with four teachers from four groups of five-year-olds from Early Childhood Schools on pedagogical practices of reading and storytelling, from April to September, 2015. Our locus Of research, involves four public schools of Early Childhood Education, one from each region of a municipality in the interior of São Paulo. In addition to the bibliographical survey, the instruments of data production involve: semi-structured interview with the four teachers, four sessions of observation of their pedagogical practices and analysis of documents such as the weekly of these professionals. We highlight as results of the studies carried out until then the apparent lack of planning and organization of reading and storytelling proposals, revealing practices embedded in the fulfillment of curricular contents, without considering the child as an active subject of their learning process. These practices enable the training of listeners rather than readers, fragmenting children's access to children's literature books. Another essential issue is the need for a solid and constant teacher training program to support teacher intentionality, especially in its commitment to teaching planning, development and evaluation of situations in which children establish relationships with the environment that surrounds them. Teaching narratives and observations of pedagogical practice allowed for several discussions, from the authors studied, and revealed that reading moments can be effective activities with the supply of materials, which requires the child's access to the objects of the historically accumulated culture.
The dissertation is based on research that starts from the problem: the moments of reading and storytelling proposed in four studies, which are based on the research and pedagogical theory of the Postgraduate Program in Education of the FFC / Unesp, Marília / SP. Classes of Early Childhood Education present indicators that bring them closer to what we call activities capable of promoting learning that propels a full cultural development in the early years of life? The objective of the research is to understand if there are indications that the reading and storytelling moments constitute activities capable of motivating learning that promote human development in children's classes of Early Childhood Education, based on principles and theses Of Historical-Cultural Theory. We base our studies from the perspective of Historical-Cultural Theory and other contemporary authors that are referenced throughout this work. The hypothesis of the study is that conscious reading and storytelling moments are essential for the child's learning and promote their full human development. As methodological procedures, we carried out a bibliographical survey and field data production with four teachers from four groups of five-year-olds from Early Childhood Schools on pedagogical practices of reading and storytelling, from April to September, 2015. Our locus Of research, involves four public schools of Early Childhood Education, one from each region of a municipality in the interior of São Paulo. In addition to the bibliographical survey, the instruments of data production involve: semi-structured interview with the four teachers, four sessions of observation of their pedagogical practices and analysis of documents such as the weekly of these professionals. We highlight as results of the studies carried out until then the apparent lack of planning and organization of reading and storytelling proposals, revealing practices embedded in the fulfillment of curricular contents, without considering the child as an active subject of their learning process. These practices enable the training of listeners rather than readers, fragmenting children's access to children's literature books. Another essential issue is the need for a solid and constant teacher training program to support teacher intentionality, especially in its commitment to teaching planning, development and evaluation of situations in which children establish relationships with the environment that surrounds them. Teaching narratives and observations of pedagogical practice allowed for several discussions, from the authors studied, and revealed that reading moments can be effective activities with the supply of materials, which requires the child's access to the objects of the historically accumulated culture.
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Palavras-chave
Educação, Educação infantil, Leitura e contação de histórias, Teoria histórico-cultural, Desenvolvimento humano