O relato de experiência vivida como meio para a apropriação da linguagem escrita: uma análise das produções de crianças em início do processo de alfabetização pela perspectiva da teoria histórico-cultural
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Data
2021-02-26
Autores
Costa, Rowana Quadros Avante Simões [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese relata a pesquisa que apresenta como objetivo geral: evidenciar como o relato de experiência vivida, registrado pelas crianças nos anos iniciais do Ensino Fundamental, pode contribuir, no contexto escolar, para sua apropriação da linguagem escrita. E, como objetivos específicos: 1) Identificar as relações entre as experiências vividas pelas crianças e sua apropriação da linguagem escrita; 2) Refletir sobre o processo de apropriação do gênero relato, ao longo da pesquisa, como instrumento de regulação do pensamento no momento do registro escrito ou da fala; 3) Analisar o processo de apropriação da linguagem escrita sob a perspectiva da Teoria Histórico-Cultural. 4) Evidenciar os fatores que contribuíram para a apropriação do gênero escolhido. A pesquisa ancorou-se fundamentalmente na Teoria Histórico-Cultural e em estudos sobre gêneros de enunciados. Na metodologia docente, algumas das técnicas Freinet, como a Roda da Conversa e o Livro da Vida, foram utilizadas para a compreensão do uso da linguagem escrita em seu sentido humanizador. O trabalho de investigação corresponde a um experimento didático-formativo, de caráter longitudinal, com duração de 16 meses, compreendidos entre julho de 2016 até março de 2018. Participaram oito crianças com idade de 5 anos e meio a 7 anos, de uma turma de Infantil II, que foram acompanhadas até o 2º ano do Ensino Fundamental, em uma escola pública municipal de Ensino Fundamental da cidade de Marília – SP, bem como a professora-pesquisadora. Para a geração de dados, foi realizado um trabalho pedagógico intencionalmente organizado com enfoque no gênero enunciativo relato de experiência vivida, por meio de quatro estratégias distintas: a Roda da Conversa, o Livro da Vida, o Relato do Fim de Semana e, por fim, o Diário Individual. Os instrumentos utilizados foram as observações e registro em semanário ou diário de bordo, gravações de áudios e vídeos realizados, com as crianças, e a escrita das crianças, resultantes das estratégias acima citadas. Os dados foram analisados com base nos princípios da Teoria Histórico-Cultural. Os resultados da investigação apontam para a contribuição dos relatos na operação da linguagem escrita, mediante a atividade de relatar, direcionada pelo professor, baseada em quatro fatores: na criação da necessidade de relatar, na ampliação do repertório da experiência social do sujeito, nas relações de mediação e na construção de sentidos. Além dessa contribuição, com base na identificação das relações entre as experiências vividas pelas crianças e sua apropriação da linguagem escrita, os estudos conduziram à compreensão da escrita como instrumento de regulação do pensamento, considerando a construção de sentidos expressa pela criança por meio de seus relatos. Dessa forma, conclui-se que a atividade de relatar contribui no processo de formação leitora e escritora em seu sentido humanizador e que, com essas condições, o trabalho pedagógico pautado na repetição mecânica de exercícios pode ser descartado.
This thesis reports on the research that presents the general objective: to show how the report of lived experience, registered by the children in the early years of Elementary School, can contribute, in the school context, to their appropriation of the written language. And, as specific objectives: 1) Identify the relationships between the experiences lived by children and their appropriation of written language; 2) Reflect on the process of appropriation of the report genre, throughout the research, as an instrument of regulation of thought at the time of written record or speech; 3) Analyze the process of appropriation of written language from the perspective of Historical-Cultural Theory. 4) Highlight the factors that contributed to the appropriation of the chosen gender. The research was fundamentally anchored in Historical Cultural Theory and in studies on the genres of utterances. In the teaching methodology, some of the Freinet techniques, such as the Conversation Wheel and the Book of Life, were used to understand the use of written language in its humanizing sense. The research work corresponds to a didactic-formative experiment, of a longitudinal character, with a duration of 16 months, between July 2016 and March 2018. Eight children aged five and a half years to seven years participated in a class of Infantil II, who were followed up until the 2nd year of elementary school, in a municipal public elementary school in the city of Marília – SP, as well as the teacher-researcher. For the generation of data, an intentionally organized pedagogical work was carried out with a focus on the enunciative genre, report of lived experience, through four different strategies: the Conversation Wheel, the Book of Life, the Weekend Report and, finally, the Individual Diary. The instruments used were observations and recording in a weekly or logbook, audio recordings and videos made with the children, and the children’s writing, resulting from the strategies mentioned above. The data were analyzed based on the principles of Historical-Cultural Theory. The results of the investsigation point to the contribution of reports in the operation of written language, through the activity of reporting, directed by the teacher, based on four factors: in the creation of the need to report, in the expansion of the subjetc´s social experience repertoire, in relationships mediation and the construction of meanings. In addition to this contribution, based on the identification of the relationships between the children’s experiences and their appropriation of the written language, the studies led to the understanding of writing as and instrument of thought regulation, considering the construction of meanings expressed by the child through his reports. Thus, it is concluded that the activity of reporting contributes to the process of reading and writing in its humanizing sense and that, under these conditions, the pedagogical work based on the mechanical repetition of exercises can be discarded.
This thesis reports on the research that presents the general objective: to show how the report of lived experience, registered by the children in the early years of Elementary School, can contribute, in the school context, to their appropriation of the written language. And, as specific objectives: 1) Identify the relationships between the experiences lived by children and their appropriation of written language; 2) Reflect on the process of appropriation of the report genre, throughout the research, as an instrument of regulation of thought at the time of written record or speech; 3) Analyze the process of appropriation of written language from the perspective of Historical-Cultural Theory. 4) Highlight the factors that contributed to the appropriation of the chosen gender. The research was fundamentally anchored in Historical Cultural Theory and in studies on the genres of utterances. In the teaching methodology, some of the Freinet techniques, such as the Conversation Wheel and the Book of Life, were used to understand the use of written language in its humanizing sense. The research work corresponds to a didactic-formative experiment, of a longitudinal character, with a duration of 16 months, between July 2016 and March 2018. Eight children aged five and a half years to seven years participated in a class of Infantil II, who were followed up until the 2nd year of elementary school, in a municipal public elementary school in the city of Marília – SP, as well as the teacher-researcher. For the generation of data, an intentionally organized pedagogical work was carried out with a focus on the enunciative genre, report of lived experience, through four different strategies: the Conversation Wheel, the Book of Life, the Weekend Report and, finally, the Individual Diary. The instruments used were observations and recording in a weekly or logbook, audio recordings and videos made with the children, and the children’s writing, resulting from the strategies mentioned above. The data were analyzed based on the principles of Historical-Cultural Theory. The results of the investsigation point to the contribution of reports in the operation of written language, through the activity of reporting, directed by the teacher, based on four factors: in the creation of the need to report, in the expansion of the subjetc´s social experience repertoire, in relationships mediation and the construction of meanings. In addition to this contribution, based on the identification of the relationships between the children’s experiences and their appropriation of the written language, the studies led to the understanding of writing as and instrument of thought regulation, considering the construction of meanings expressed by the child through his reports. Thus, it is concluded that the activity of reporting contributes to the process of reading and writing in its humanizing sense and that, under these conditions, the pedagogical work based on the mechanical repetition of exercises can be discarded.
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Educação, Educação infantil e ensino fundamental, Experimento formativo, Relato de experiência vivida, Apropriação da linguagem escrita, Teoria histórico-cultural, Education, Early childhood education and elementary education, Formative experiment, Report of lived experience, Appropriation of written language, Historical-cultural theory