Leitura e escrita na educação infantil: as configurações da prática pedagógica
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Data
2012-11-07
Autores
Druzian, Ângela [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Atualmente, entre os problemas que afetam a educação brasileira destacam-se os referentes à alfabetização. Nesse cenário, observamos, em busca de transformá-lo, mobilizações governamentais, mediante investimentos em programas que visam à alfabetização das crianças de até oito anos de idade. Como essas ações centram-se no ensino fundamental, inferimos que a educação infantil ainda não é considerada como parte do processo da aprendizagem da leitura e da escrita, nem etapa para o acesso e desenvolvimento deste. Contrariando os que se recusam, por motivos diversos, a refletir sobre a alfabetização na educação infantil, pesquisadoras como Jolibert e SraïKi, Ferreiro, Micotti e Teberosky afirmam que as crianças desde muito pequenas vivenciam experiências com a escrita. Diante desse embate, esta dissertação teve como objetivo geral identificar o enfoque dado à leitura e à escrita nas instituições públicas da educação infantil. Especificamente, visou a identificar as concepções de ensino e aprendizado da leitura e da escrita, apresentadas por professores em suas práticas pedagógicas, as relações que se estabeleceram entre seus discursos e práticas e também descrever se os responsáveis pelas crianças manifestaram conhecimento da proposta de ensino utilizada pelas professoras e o que disseram sobre o ensino da leitura e da escrita, nessa etapa da educação básica. Para isso, estudamos o contexto histórico do surgimento das instituições de educação infantil, as funções que lhe foram atribuídas, as epistemologias que se vincularam a essas funções, as práticas pedagógicas referentes à leitura e à escrita, considerando-se os fundamentos epistemológicos e a relação família-escola. A pesquisa foi realizada no município de Limeira - SP. Desse, selecionamos, segundo a tabela de Fisher e Yates, 20% das...
Nowadays, among all the problems that affect Brazilian education, surpass the ones related to literacy. In this scenario, we´ve observed, in order to change it, governmental mobilization, by means of investments in programs that guarantee children´s reading and writing skills up to 8 years old. As these actions are gathered in elementary school´s years, it´s possible to infer that early childhood education is neither considered as part of the reading and writing process nor a level to the access to developing this. Contradicting the ones who refuses, by different reasons, to deeply think about literacy in early childhood education, researchers like Jolibert e Sräki, Ferreiro, Micotti and Teberosky affirm that children since early years do have experiences with writing. Before this resistance, this dissertation has the general objective to identify the approach given to reading and writing skills in public early childhood educational institutions. In specific, it seeks to identify the conceptions of reading and writing teaching and learning, shown by teachers in their pedagogical practices, the relations established between their speech and practices, and to describe if the responsible ones for children show any knowledge of the teaching purpose used by teachers and what they say about the reading and writing teaching, in this level of elementary education. For this, we have studied the historical context within early childhood educational institutions uprising have occurred, the functions that are given to them, the epistemologies linked to these functions, the pedagogical practices involving reading and writing, considering the epistemological principles and the school-family relationship. The research was performed in the city of Limeira- SP. In this city, we have chosen, by Fischer and Yates criteria, 20% of early childhood schools... (Complete abstract click electronic access below)
Nowadays, among all the problems that affect Brazilian education, surpass the ones related to literacy. In this scenario, we´ve observed, in order to change it, governmental mobilization, by means of investments in programs that guarantee children´s reading and writing skills up to 8 years old. As these actions are gathered in elementary school´s years, it´s possible to infer that early childhood education is neither considered as part of the reading and writing process nor a level to the access to developing this. Contradicting the ones who refuses, by different reasons, to deeply think about literacy in early childhood education, researchers like Jolibert e Sräki, Ferreiro, Micotti and Teberosky affirm that children since early years do have experiences with writing. Before this resistance, this dissertation has the general objective to identify the approach given to reading and writing skills in public early childhood educational institutions. In specific, it seeks to identify the conceptions of reading and writing teaching and learning, shown by teachers in their pedagogical practices, the relations established between their speech and practices, and to describe if the responsible ones for children show any knowledge of the teaching purpose used by teachers and what they say about the reading and writing teaching, in this level of elementary education. For this, we have studied the historical context within early childhood educational institutions uprising have occurred, the functions that are given to them, the epistemologies linked to these functions, the pedagogical practices involving reading and writing, considering the epistemological principles and the school-family relationship. The research was performed in the city of Limeira- SP. In this city, we have chosen, by Fischer and Yates criteria, 20% of early childhood schools... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Education, Preschool, Educação pre-escolar, Leitura, Escrita, Alfabetização, Pratica de ensino, Educação - Participação dos pais
Como citar
DRUZIAN, Ângela. Leitura e escrita na educação infantil: as configurações da prática pedagógica. 2012. 288 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2012.