A atividade comunicativa na educação infantil na perspectiva da teoria histórico-cultural
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Data
2023-03-28
Autores
Santos, Simone Silveira dos
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Universidade Estadual Paulista (Unesp)
Resumo
Realizamos esta Tese de Doutorado vinculada ao Programa de Pós-Graduação em Educação da Unesp, Campus de Marília - SP, na linha de pesquisa “Teoria e Práticas Pedagógicas”. A investigação tem como foco a comunicação enquanto uma Atividade Comunicativa, fundamentando-se no aporte teórico da Teoria Histórico-Cultural. Tem-se como pressuposto que: A fala é tão importante porque ela é o tecido do pensamento humano elaborado, pois permite o salto de qualidade no desenvolvimento da inteligência e da personalidade infantil. Sendo a mediação, iniciativa antecipadora do professor, e a atividade conjunta com a criança responsáveis por criar o desejo dela em falar. A partir disso, indagamos: Qual o lugar que a criança ocupa na comunicação com os professores? Desta forma, estabelecemos como objetivo geral: compreender o papel da comunicação como atividade comunicativa para o desenvolvimento da linguagem oral na Educação Infantil guiando-nos pelos seguintes objetivos específicos: compreender o processo de desenvolvimento da linguagem oral na etapa da primeira infância, e o papel da comunicação, de acordo com os pressupostos da Teoria Histórico-Cultural; Elaborar discussões teórico-conceituais sobre como o trabalho pedagógico na educação infantil pode contribuir no desenvolvimento e apropriação da linguagem oral. Para atender a estes objetivos, realizamos uma pesquisa empírica, a partir da observação de uma singularidade numa escola municipal de Educação Infantil em Marília-SP, utilizando diário de campo e áudio gravações, realizando também um levantamento bibliográfico sobre a temática. Como resultado, evidenciamos a carência de conhecimento teórico que sustente o modo de pensar e agir docente na organização intencional do trabalho educativo numa perspectiva humanizadora, haja vista que consideramos que a atividade comunicativa é fundamental de ser percebida pelo professor como intencional, para que crie condições para a criança ocupar o lugar de sujeito da comunicação. Esperamos, com esta pesquisa, contribuir para avançar as discussões sobre as implicações pedagógicas da atividade comunicativa para a prática docente na educação infantil que poderão provocar mudanças a partir da concepção de atividade ativa dos sujeitos autônomos e parceiros nos processos de ensino e de aprendizagem, que se apropria e se objetiva nas relações de que participa, compreendendo e assumindo a prática educativa num triplo protagonismo (professor, criança e a cultura).
We carried out this Doctoral Thesis linked to the Graduate Program in Education at Unesp, Campus de Marília - SP, in the line of research “Theory and Pedagogical Practices”. The investigation focuses on communication as a Communicative Activity, based on the theoretical contribution of the Historical-Cultural Theory. It is assumed that: Speech is so important because it is the fabric of elaborate human thought, as it allows for a leap in quality in the development of intelligence and child personality. Being the mediation, anticipatory initiative of the teacher and the joint activity with the child responsible for creating her desire to speak. From this, we ask: What is the place that the child occupies in the communication with the teachers? In this way, we established as a general objective: to understand the role of communication as a communicative activity for the development of oral language in Early Childhood Education, guiding us by the following specific objectives: to understand the process of development of oral language in the early childhood stage, and the role of communication, according to the assumptions of the Historical-Cultural Theory; Elaborate theoretical-conceptual discussions on how the pedagogical work in early childhood education can contribute to the development and appropriation of oral language. To meet these objectives, we carried out an empirical research, based on the observation of a singularity in a municipal kindergarten school in Marília-SP, using a field diary and audio recordings, also carrying out a bibliographical survey on the subject. As a result, we evidenced the lack of theoretical knowledge that supports the teaching way of thinking and acting in the intentional organization of the educational work in a humanizing perspective, given that we consider that the communicative activity is fundamental to be perceived by the teacher as intentional, so that it creates conditions of the child occupying the place of subject of communication. We hope, with this research, to contribute to advancing discussions on the pedagogical implications of communicative activity for teaching practice in early childhood education that may cause changes from the conception of active activity of autonomous subjects and partners in the teaching and learning processes, which appropriates and objectifies itself in the relationships in which it participates, understanding and assuming the educational practice in a triple role (teacher, child and culture).
We carried out this Doctoral Thesis linked to the Graduate Program in Education at Unesp, Campus de Marília - SP, in the line of research “Theory and Pedagogical Practices”. The investigation focuses on communication as a Communicative Activity, based on the theoretical contribution of the Historical-Cultural Theory. It is assumed that: Speech is so important because it is the fabric of elaborate human thought, as it allows for a leap in quality in the development of intelligence and child personality. Being the mediation, anticipatory initiative of the teacher and the joint activity with the child responsible for creating her desire to speak. From this, we ask: What is the place that the child occupies in the communication with the teachers? In this way, we established as a general objective: to understand the role of communication as a communicative activity for the development of oral language in Early Childhood Education, guiding us by the following specific objectives: to understand the process of development of oral language in the early childhood stage, and the role of communication, according to the assumptions of the Historical-Cultural Theory; Elaborate theoretical-conceptual discussions on how the pedagogical work in early childhood education can contribute to the development and appropriation of oral language. To meet these objectives, we carried out an empirical research, based on the observation of a singularity in a municipal kindergarten school in Marília-SP, using a field diary and audio recordings, also carrying out a bibliographical survey on the subject. As a result, we evidenced the lack of theoretical knowledge that supports the teaching way of thinking and acting in the intentional organization of the educational work in a humanizing perspective, given that we consider that the communicative activity is fundamental to be perceived by the teacher as intentional, so that it creates conditions of the child occupying the place of subject of communication. We hope, with this research, to contribute to advancing discussions on the pedagogical implications of communicative activity for teaching practice in early childhood education that may cause changes from the conception of active activity of autonomous subjects and partners in the teaching and learning processes, which appropriates and objectifies itself in the relationships in which it participates, understanding and assuming the educational practice in a triple role (teacher, child and culture).
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Palavras-chave
Linguagem oral, Atividade comunicativa, Educação infantil, Teoria histórico-cultural, Oral language, Communicative activity, Child education, Historical-cultural theory
Como citar
SANTOS, Simone Silveira dos. A atividade comunicativa na educação infantil na perspectiva da teoria histórico-cultural. Universidade Estadual Paulista (Unesp), 2023.