Enfoques dados à alfabetização na transição da educação infantil para o ensino fundamental
Carregando...
Arquivos
Data
2023-01-05
Autores
Leite, Patricia Vital
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A ampliação do Ensino Fundamental para nove anos e a antecipação da matrícula para os seis anos de idade desde 2005-2006 colocam em evidência o processo de transição da Educação Infantil para o Ensino Fundamental. Os documentos publicados pelo Ministério da Educação para orientar a implementação das leis prescrevem ações cuja finalidade é o sucesso do ensino nessa etapa do desenvolvimento infantil, possibilitando a consecução dos objetivos estipulados na legislação. As discussões sobre o período de transição concentram-se na escolha pelo brincar ou pelo alfabetizar, desconsiderando-se que um não se contrapõe ao outro necessariamente. As abordagens feitas a esses componentes curriculares são bastante variáveis, colocando dois problemas: o das atividades realizadas referentes à transição da Educação Infantil para o Ensino Fundamental e o das práticas pedagógicas referentes à alfabetização e as concepções teóricas que lhes servem de fundamento. A pesquisa, de caráter qualitativo descritivo, teve por objetivo descrever em que consistem as atuações escolares com referência à passagem da Educação Infantil para o Ensino Fundamental em termos dos procedimentos postos em prática para promover a transição e em termos da coerência entre esses procedimentos e as orientações pedagógicas adotadas no ensino. Participaram da pesquisa 2 coordenadoras pedagógicas e 2 professoras que lecionam no Infantil 2 e 3 professoras que lecionam no 1.º ano de um Complexo Educacional do Município de Rio Claro - SP, que atende, no mesmo espaço, a Educação Infantil e o Ensino Fundamental I. Os dados obtidos, em entrevistas semiestruturadas foram transcritos e discutidos à luz dos documentos oficiais e de bibliografia estudada. Os resultados obtidos mostraram que as atividades pedagógicas voltadas ao brincar são reduzidas no período de transição se comparadas às realizadas em anos anteriores. Além disso, adquirem, nesse período, intencionalidade pedagógica de ensino de conteúdos associados aos conteúdos dos anos posteriores. A diversificação de gêneros textuais e de materiais está presente nas falas de todas as participantes que a justificam pelo intuito de desenvolver a aprendizagem. Os relatos das práticas enfatizam a correspondência entre sons e grafias e a silabação; a alfabetização é o foco principal do processo de transição. Nos discursos encontram-se indícios de que o modelo teórico adotado no ensino corresponde à conceituação de leitura como atividade ascendente e as concepções epistemológicas que fundamentam as práticas de coordenação e docência são empiristas.
The expansion of Elementary Education to nine years and the anticipation of enrollment for years since 2005 six 2006 highlight the transition process from Early Childhood Education to Elementary Education. The documents published by the Ministry of Education to guide the implementation of the laws prescribe actions whose purpose is the success of teaching at this stage of child development, enabling the achievement of the objectives stipulated in the legislation. Discussions about the transition period focus on choosing to play or teach literacy, ignoring the fact that one is not necessarily opp osed to the other. Approaches made to these curricular components are quite variable, posing two problems: that of the activities carried out regarding the transition from Early Childhood Education to Elementary Education and that of pedagogical practices related to literacy and the theoretical concepts that serve as their foundation. The research, of a descriptive qualitative nature, aimed to describe what school actions consist of with reference to the transition from Early Childhood Education to Elementa ry Education in terms of the procedures put into practice to promote the transition and in terms of the coherence between these procedures and the pedagogical guidelines adopted in teaching. The participants were 2 pedagogical coordinators and 2 teachers w ho teach in kindergarten 2 and 3 teachers who teach in the 1st year of an Educational Complex in the city of Rio Claro SP, which serves, in the same space, Kindergarten and Elementary School I. The data obtained in semistructured interviews were transcr ibed and discussed in the light of official documents and studied bibliography. The results obtained showed that the pedagogical activities focused on playing are reduced in the transition period compared to those carried out in previous years. In addition , during this period, they acquire the pedagogical intention of teaching content associated with the content of later years. The diversification of textual genres and materials is present in the speeches of all participants who justify it with the aim of d eveloping learning. Reports of practices emphasize the correspondence between sounds and spellings and syllables; literacy is the main focus of the transition process. In the speeches there are indications that the theoretical model adopted in teaching cor responds to the conceptualization of reading as an ascending activity and the epistemological conceptions that underlie the coordination and teaching practices are empiricist .
The expansion of Elementary Education to nine years and the anticipation of enrollment for years since 2005 six 2006 highlight the transition process from Early Childhood Education to Elementary Education. The documents published by the Ministry of Education to guide the implementation of the laws prescribe actions whose purpose is the success of teaching at this stage of child development, enabling the achievement of the objectives stipulated in the legislation. Discussions about the transition period focus on choosing to play or teach literacy, ignoring the fact that one is not necessarily opp osed to the other. Approaches made to these curricular components are quite variable, posing two problems: that of the activities carried out regarding the transition from Early Childhood Education to Elementary Education and that of pedagogical practices related to literacy and the theoretical concepts that serve as their foundation. The research, of a descriptive qualitative nature, aimed to describe what school actions consist of with reference to the transition from Early Childhood Education to Elementa ry Education in terms of the procedures put into practice to promote the transition and in terms of the coherence between these procedures and the pedagogical guidelines adopted in teaching. The participants were 2 pedagogical coordinators and 2 teachers w ho teach in kindergarten 2 and 3 teachers who teach in the 1st year of an Educational Complex in the city of Rio Claro SP, which serves, in the same space, Kindergarten and Elementary School I. The data obtained in semistructured interviews were transcr ibed and discussed in the light of official documents and studied bibliography. The results obtained showed that the pedagogical activities focused on playing are reduced in the transition period compared to those carried out in previous years. In addition , during this period, they acquire the pedagogical intention of teaching content associated with the content of later years. The diversification of textual genres and materials is present in the speeches of all participants who justify it with the aim of d eveloping learning. Reports of practices emphasize the correspondence between sounds and spellings and syllables; literacy is the main focus of the transition process. In the speeches there are indications that the theoretical model adopted in teaching cor responds to the conceptualization of reading as an ascending activity and the epistemological conceptions that underlie the coordination and teaching practices are empiricist .
Descrição
Palavras-chave
Educação infantil, Primeiro ano do Ensino Fundamental, Transição, Brincar, Alfabetização, Child education, First year of Elementary School, Transition, To play, Literacy