A importância da educação pré-escolar para o desenvolvimento da linguagem oral e escrita: contribuições à luz da pedagogia histórico-crítica e da psicologia histórico-cultural
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Data
2018-08-31
Autores
Saccomani, Maria Cláudia da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa versa sobre a natureza social do desenvolvimento da relação consciente da criança pré-escolar com a linguagem. Trata-se de problematizar o desenvolvimento histórico-cultural dos indivíduos e o papel que a educação escolar infantil desempenha, especificamente, sobre o desenvolvimento da linguagem oral. A hipótese norteadora desse estudo aponta no entendimento de que a promoção de uma relação mais consciente com a linguagem oral, na educação infantil, contribui para o processo de aprendizagem da escrita. Na contramão das concepções hegemônicas da educação infantil, defendemos que esse segmento de ensino é escola, e diante desse entendimento, deve cumprir a função de transmitir os conhecimentos historicamente sistematizados em suas formas mais desenvolvidas. Guiamo-nos pela ideia de que o trabalho pedagógico na educação infantil deve se sustentar pela tríade conteúdo-forma-destinatário. Diante disso, o desenvolvimento de patamares qualitativamente superiores de relação da criança com a língua materna dependerá da forma pela qual o professor trabalhará com os conteúdos em cada momento do desenvolvimento infantil. As ações pedagógicas devem ser intencionalmente direcionadas de modo a impulsionar a construção de relações cada vez mais conscientes e voluntárias da criança com a linguagem. Fundamentando-nos na psicologia histórico-cultural e na pedagogia histórico-crítica, o objetivo da tese é contribuir para o planejamento pedagógico na educação pré-escolar tendo em vista o ensino desenvolvente da língua portuguesa. Para tanto, elencamos conteúdos essenciais que se voltam ao desenvolvimento da consciência fonêmica. A partir desta pesquisa de caráter teórico-conceitual, esperamos contribuir com a prática pedagógica histórico-crítica na educação infantil, de modo que a teoria possa se converter num instrumento para que o professor possa analisar, planejar e organizar sua prática docente tendo em vista o máximo desenvolvimento da linguagem oral, de acordo com as especificidades da faixa etária.
This doctoral research deals with the social nature of the development of preschool child’s conscious relationship with language. It questions the historical-cultural development of individuals and the role that preschool education plays, specifically in the development of oral language. The guiding hypothesis of this study is that the promotion of a more conscious relationship with the oral language, in early childhood education, contributes to the learning process of writing. Unlike the hegemonic conceptions of early childhood education, we argue that this teaching level of education is school and based on this, it must achieve the function of transmitting the historically systematized knowledge in its most advanced manners. We guide ourselves through the idea that the pedagogical work in early childhood education must support itself by the triad form-content-receiver. Therefore, the development of the child's relationship with the native language at higher levels will depend on how the teacher works with the content at each stage of child development. The pedagogical actions must be intentionally addressed in order to stimulate the construction of increasingly conscious and voluntary relations of the child with the language. Based on historical-cultural psychology and historical-critical pedagogy, the purpose of this thesis is to contribute to the pedagogical planning in preschool education considering the developmental teaching of the Portuguese language. Therefore, we list essential contents that point out to the development of phonemic awareness. From this theoretical-conceptual research, we expect to contribute to the historical-critical pedagogical practice in early childhood education, in a way of which the theory can become an instrument for the teacher to analyze, plan and organize their teaching practice bearing in mind the maximum development of oral language, according to the specificities of the age group
This doctoral research deals with the social nature of the development of preschool child’s conscious relationship with language. It questions the historical-cultural development of individuals and the role that preschool education plays, specifically in the development of oral language. The guiding hypothesis of this study is that the promotion of a more conscious relationship with the oral language, in early childhood education, contributes to the learning process of writing. Unlike the hegemonic conceptions of early childhood education, we argue that this teaching level of education is school and based on this, it must achieve the function of transmitting the historically systematized knowledge in its most advanced manners. We guide ourselves through the idea that the pedagogical work in early childhood education must support itself by the triad form-content-receiver. Therefore, the development of the child's relationship with the native language at higher levels will depend on how the teacher works with the content at each stage of child development. The pedagogical actions must be intentionally addressed in order to stimulate the construction of increasingly conscious and voluntary relations of the child with the language. Based on historical-cultural psychology and historical-critical pedagogy, the purpose of this thesis is to contribute to the pedagogical planning in preschool education considering the developmental teaching of the Portuguese language. Therefore, we list essential contents that point out to the development of phonemic awareness. From this theoretical-conceptual research, we expect to contribute to the historical-critical pedagogical practice in early childhood education, in a way of which the theory can become an instrument for the teacher to analyze, plan and organize their teaching practice bearing in mind the maximum development of oral language, according to the specificities of the age group
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educação infantil, linguagem oral, linguagem escrita, pedagogia histórico-crítica, psicologia histórico-cultural, Early childhood education, Oral language, Written language, Historical-critical pedagogy, Historical-cultural psychology