O nascimento do pequeno leitor: mediação, estratégias e leitura na primeiríssima infância
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Data
2019-03-15
Autores
Modesto-Silva, Kenia Adriana de Aquino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese, intitulada “O nascimento do pequeno leitor: mediação, estratégias e leitura na primeiríssima infância”, pertence à Linha 2 do Programa de Pós-Graduação em Educação, da Faculdade de Ciências e Tecnologia (FCT) da Universidade Estadual Paulista (UNESP), de Presidente Prudente, denominada “Processos Formativos, Ensino e Aprendizagem”. Insere-se no contexto de práticas e descobertas do Centro de Estudos em Leitura e Literatura Infantil e Juvenil (CELLIJ) coordenado pela Profa. Dra. Renata Junqueira de Souza. Metodologicamente, trata-se de uma pesquisa qualitativa realizada por meio de estudo de caso etnográfico. O lócus de estudos foi a primeira bebeteca de uma creche municipal da mesma cidade do oeste paulista e seus sujeitos foram a pesquisadora, os bebês e as crianças de duas turmas da instituição: um Berçário e um Maternal. A tese comprova a hipótese de que as mediações do educador próprias para o aprendizado e o desenvolvimento da atitude leitora são aquelas que consideram os gestos embrionários da capacidade de ler e as estratégias de leitura em formação, respeitando-se as especificidades dos bebês e das crianças pequenininhas. Desse modo, pretendeu responder à questão problema: Como mediar práticas promotoras do desenvolvimento da atitude leitora na primeiríssima infância? Assim sendo, esta pesquisa teve como objetivo desenvolver práticas mediadas que favoreçam a formação do pequeno leitor. Para tanto, buscou 1) compreender teoricamente: a) o desenvolvimento infantil de crianças de 0 a 3 anos, b) o ato de ler, c) as possibilidades de utilização de estratégias de leitura com a primeiríssima infância e d) a mediação do ato cultural de ler; bem como 2) elaborar e implantar práticas pedagógicas de mediação de leitura com crianças de 0 a 3 anos, privilegiando: a) as dimensões dos gestos embrionários da prática leitora (GIROTTO; SOUZA, 2014); b) as estratégias utilizadas antes, durante e depois da leitura (SOLÉ, 1998); c) as estratégias de compreensão leitora estudadas por Girotto e Souza (2010); e d) as estratégias interativas e os estímulos realizados por meio de perguntas e respostas (WHITEHURST, 2002). Como resultado da investigação, a partir de três eixos de análise e da generalização das teorias, as práticas foram teorizadas, sendo, por fim, delineada uma proposta metodológica de educação literária na primeiríssima infância. Também foi possível demonstrar os benefícios da interação entre livros, mediadores e crianças desde a mais tenra idade, podendo-se minimizar os entraves no que se refere à capacidade leitora e facilitar o processo de formação de atitudes leitoras. Acredita-se ainda que a pesquisa pode colaborar na formação e atuação de professores da educação infantil e, consequentemente, em suas práticas pedagógicas com a leitura, promovendo, assim, a educação literária das crianças da primeiríssima infância.
This thesis, entitled “O nascimento do pequeno leitor: mediação, estratégias e leitura na primeiríssima infância (The Birth of the Little Reader: Mediation, Strategies and Reading in Early Childhood), belongs to Line 2 of the Postgraduate Program in Education, School of Science and Technology (FCT), of Universidade Estadual Paulista (São Paulo State University) (UNESP) - Presidente Prudente campus, called “Formative Assssment, Teaching and Learning”. The study is inserted in the context of practices and discoveries of the Literature, Children’s and Youth Literature Research (CELLIJ) and coordinated by Renata Junqueira de Souza. Methodologically, this is a qualitative research carried out through an ethnographic study case. The study site was the baby’s first library at a municipal day care in the same city of western São Paulo whose subjects were the researcher, the babies and the children of two classes from this institution: a Nursery and a Pre-kindergarten. The research has as thesis that the educator’s own mediations that contribute to the learning and reading attitude development are those that take into account the embryonic gestures of the ability to read and reading strategies, respecting the infant’s and young children’s characteristics. Therefore, the research was intended to answer the question: How to mediate promoting practices the reading attitude development in early childhood? Thus, this work studies the reading constitution of infants and children up to three years old through the intervention of the teacher-researcher, aiming to develop mediated practices that favor the formation of the small reader. In order to do so, the specific objectives were: 1) to understand theoretically: 1.1) the development of children from 0 to 3 years of age, 1.2) the act of reading, 1.3) the possibilities of using reading strategies at very early childhood, and 1.4 ) the mediation of the cultural act of reading.; 2) elaborate and implement pedagogical practices of reading mediation with children from zero to three, privileging: 2.1) the dimensions of the embryonic gestures of the reading practice (GIROTTO; SOUZA, 2014); 2.2) the strategies used before, during and after reading (SOLÉ, 1998); 2.3) the reading comprehension strategies studied by Girotto and Souza (2010); and 2.4) interactive strategies and stimuli to the baby and child carried out through questions and responses (WHITEHURST, 2002). As a result from the investigation, from three axes of analysis and the generalization of the in-depth theories, the practices were theorized, being, finally, a methodological proposal of literary education in early childhood was delineated. It has been possible to demonstrate the benefits of interaction between books, mediators and children from an early age. Moreover, it may minimize the barriers to reading ability and facilitate the reader’s formation process. We also believe that the research can collaborate to early-child educator’s training and performance, consequently, to their pedagogical practices in reading, thus favoring the literary education of children of early childhood.
This thesis, entitled “O nascimento do pequeno leitor: mediação, estratégias e leitura na primeiríssima infância (The Birth of the Little Reader: Mediation, Strategies and Reading in Early Childhood), belongs to Line 2 of the Postgraduate Program in Education, School of Science and Technology (FCT), of Universidade Estadual Paulista (São Paulo State University) (UNESP) - Presidente Prudente campus, called “Formative Assssment, Teaching and Learning”. The study is inserted in the context of practices and discoveries of the Literature, Children’s and Youth Literature Research (CELLIJ) and coordinated by Renata Junqueira de Souza. Methodologically, this is a qualitative research carried out through an ethnographic study case. The study site was the baby’s first library at a municipal day care in the same city of western São Paulo whose subjects were the researcher, the babies and the children of two classes from this institution: a Nursery and a Pre-kindergarten. The research has as thesis that the educator’s own mediations that contribute to the learning and reading attitude development are those that take into account the embryonic gestures of the ability to read and reading strategies, respecting the infant’s and young children’s characteristics. Therefore, the research was intended to answer the question: How to mediate promoting practices the reading attitude development in early childhood? Thus, this work studies the reading constitution of infants and children up to three years old through the intervention of the teacher-researcher, aiming to develop mediated practices that favor the formation of the small reader. In order to do so, the specific objectives were: 1) to understand theoretically: 1.1) the development of children from 0 to 3 years of age, 1.2) the act of reading, 1.3) the possibilities of using reading strategies at very early childhood, and 1.4 ) the mediation of the cultural act of reading.; 2) elaborate and implement pedagogical practices of reading mediation with children from zero to three, privileging: 2.1) the dimensions of the embryonic gestures of the reading practice (GIROTTO; SOUZA, 2014); 2.2) the strategies used before, during and after reading (SOLÉ, 1998); 2.3) the reading comprehension strategies studied by Girotto and Souza (2010); and 2.4) interactive strategies and stimuli to the baby and child carried out through questions and responses (WHITEHURST, 2002). As a result from the investigation, from three axes of analysis and the generalization of the in-depth theories, the practices were theorized, being, finally, a methodological proposal of literary education in early childhood was delineated. It has been possible to demonstrate the benefits of interaction between books, mediators and children from an early age. Moreover, it may minimize the barriers to reading ability and facilitate the reader’s formation process. We also believe that the research can collaborate to early-child educator’s training and performance, consequently, to their pedagogical practices in reading, thus favoring the literary education of children of early childhood.
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Palavras-chave
Educação Infantil, Educação literária, Leitura com bebês e crianças pequenas, Mediação de leitura, Estratégias de leitura, Child education, Literary education, Reading mediation, Reading with infants and toddlers, Reading strategies