Escrita na pré-escola: a concepção hegemônica, as diretrizes curriculares e os pressupostos contra-hegemônicos da pedagogia histórico-crítica e da psicologia histórico-cultural
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Data
2019-02-28
Autores
Vatanabe, Thaís Rocha Barbieri [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa versa sobre a linguagem escrita na pré-escola, problematizando como a concepção hegemônica, presente no documento Diretrizes Curriculares Nacionais para a Educação Infantil –DCNEI-, influencia os professores em suas práticas pedagógicas. O objetivo da pesquisa é analisar nas DCNEI como são tratadas as recomendações sobre a linguagem escrita na pré-escola à luz da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural, para discutir em que medida a heterogeneidade das práticas pedagógicas, observadas no cotidiano das turmas pré-escolares, é fruto da concepção hegemônica que se expressa no documento oficial para a pré-escola e instrui o professor a trabalhar com a linguagem escrita genericamente, de forma diluída entre outras linguagens. Para isso, analisamos alguns dos principais artigos e livros sobre a linguagem escrita na pré-escola e as DCNEI, com um duplo objetivo: analisar seu alinhamento com os princípios defendidos pela teoria hegemônica da Pedagogia da Infância e em particular, como a escrita e o trabalho pedagógico dedicado a ela estão ali contemplados, cotejando com as discussões produzidas no campo acadêmico, considerando a defesa hegemônica dos autores que se amparam na Pedagogia da Infância e as contribuições teóricas contra-hegemônicas suportadas no referencial da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural. Discutimos inicialmente o resgate histórico sobre como a linguagem escrita na pré-escola vem sendo discutida; as concepções de linguagem escrita proclamadas nas teorias hegemônica e contra-hegemônica, por meio da análise das DCNEI, documento que figura formalmente como a principal referência para as práticas educativas. As análises indicam uma deliberada imprecisão do conceito de linguagem escrita; diluição da especificidade da linguagem escrita entre outras muitas linguagens colocadas em um mesmo patamar de dificuldade; a naturalização da aquisição deste processo e a pouca intencionalidade e sistematização do trabalho docente referente a este conteúdo. Indicamos os pressupostos da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural como caminho fértil para o ensino da linguagem escrita naquilo que cabe à educação pré-escolar. Esperamos com esta pesquisa contribuir para a reflexão dos professores de educação infantil e enriquecer as discussões acadêmicas a respeito do pleno domínio da linguagem escrita pelas crianças.
The present research approaches the importance of written language in the preschool, problematizing how the hegemonic conception, present in the National Curriculum Guidelines for Early Childhood Education-DCNEI, influences teachers in their pedagogical practices on written language. The purpose of the research is to analyze in the DCNEI how the recommendations on written language in the preschool are treated in light of CriticalHistorical Pedagogy and Cultural-Historical Psychology, to discuss to what extent the heterogeneity of pedagogical practices in the teaching of writing, observed in the daily life of the preschool classes, is the result of the hegemonic conception that is expressed in official documents for the preschool and instructs the teacher to work the written language in a generic way, diluted amongst other languages. In order to do so, we have analyzed some of the main articles and books on written language in pre-school and DCNEI, revealing their theoretical and methodological approaches and differences of written language, with the discussions produced in the academic field, considering the hegemonic defense of authors who rely on the Pedagogy of Childhood and the counter-hegemonic theoretical contributions supported by the Critical-Historical Pedagogy and Cultural-Historical Psychology. We first discussed the historical rescue of how written language in preschool has been discussed; the conceptions of written language proclaimed in hegemonic and counter-hegemonic theories, through the analysis of the National Curriculum Guidelines for Early Childhood Education, a document that formally appears as the main reference for educational practices. The analysis indicates a deliberate imprecision of the concept of written language; dilution of the specificity of written language among many other languages placed on the same level of difficulty; the naturalization of the process of acquisition of the written language and the lack of intentionality and systematization of the teaching work related to the written language. We indicate the assumptions of Historical-Critical Pedagogy and Historical-Cultural Psychology as a fertile way to teach written language in what is a pre-school education. We hope with this research to contribute to the reflection of the teachers of children's education and to enrich the academic discussions regarding the full mastery of written language by the children.
The present research approaches the importance of written language in the preschool, problematizing how the hegemonic conception, present in the National Curriculum Guidelines for Early Childhood Education-DCNEI, influences teachers in their pedagogical practices on written language. The purpose of the research is to analyze in the DCNEI how the recommendations on written language in the preschool are treated in light of CriticalHistorical Pedagogy and Cultural-Historical Psychology, to discuss to what extent the heterogeneity of pedagogical practices in the teaching of writing, observed in the daily life of the preschool classes, is the result of the hegemonic conception that is expressed in official documents for the preschool and instructs the teacher to work the written language in a generic way, diluted amongst other languages. In order to do so, we have analyzed some of the main articles and books on written language in pre-school and DCNEI, revealing their theoretical and methodological approaches and differences of written language, with the discussions produced in the academic field, considering the hegemonic defense of authors who rely on the Pedagogy of Childhood and the counter-hegemonic theoretical contributions supported by the Critical-Historical Pedagogy and Cultural-Historical Psychology. We first discussed the historical rescue of how written language in preschool has been discussed; the conceptions of written language proclaimed in hegemonic and counter-hegemonic theories, through the analysis of the National Curriculum Guidelines for Early Childhood Education, a document that formally appears as the main reference for educational practices. The analysis indicates a deliberate imprecision of the concept of written language; dilution of the specificity of written language among many other languages placed on the same level of difficulty; the naturalization of the process of acquisition of the written language and the lack of intentionality and systematization of the teaching work related to the written language. We indicate the assumptions of Historical-Critical Pedagogy and Historical-Cultural Psychology as a fertile way to teach written language in what is a pre-school education. We hope with this research to contribute to the reflection of the teachers of children's education and to enrich the academic discussions regarding the full mastery of written language by the children.
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Palavras-chave
Escrita, Pré-escola, Pedagogia da infância, Pedagogia histórico-crítica