O desenvolvimento da linguagem oral em crianças menores de 3 anos: uma análise à luz da psicologia histórico-cultural das diretrizes e objetivos do manual de procedimentos
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Data
2021-07-29
Autores
Demambro, Aline Maria
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objeto o desenvolvimento da linguagem oral em crianças de 2 a 3 anos que são cuidadas e educadas nos Centros de Educação e Recreação do município de Araraquara-SP e tem como objetivo principal analisar no Manual de Procedimentos, documento orientador das práticas educativas ali praticadas, as diretrizes e orientações que se apresentam para o trabalho educativo, em particular as que se voltam para o domínio e ampliação do idioma pelas crianças, favorecendo não somente o seu processo de comunicação, mas também o controle voluntário das demais funções constituintes de nosso psiquismo. Esse objeto surge a partir das observações e reflexões que foram se impondo no cotidiano de nossa prática como professora da rede municipal de Araraquara, em turmas de crianças de 2 a 3 anos. A evidência empírica da qual partimos para formular nosso objeto é a dificuldade apresentada por elas em expressar-se oralmente, indicando-nos restrições em seu desenvolvimento. Como objetivos específicos, exibimos e analisamos integralmente a estrutura, a organização e o conteúdo do Manual, apontando seus limites e avanços como documento regulador das práticas e indicamos a implementação de políticas que garantam a presença dos profissionais pedagogos nas turmas de creche e adequações teórico-práticas que poderão oferecer às crianças o amplo domínio de palavras, expressões e gestos. A dissertação divide-se em quatro partes: inicialmente, expomos nossa trajetória de formação inicial e profissionalização como professora de Educação Infantil da rede municipal de Araraquara, caminhos estes que deram origem ao objeto dessa dissertação. O caráter documental dessa pesquisa explicita-se no primeiro capítulo, quando nos dedicamos à apresentação e análise da estrutura, organização e conteúdo do Manual de Procedimentos e, mais especificamente, dos conteúdos do Manual que se referem à linguagem oral. No segundo capítulo, discutimos à luz da Psicologia Histórico-Cultural sobre o desenvolvimento da linguagem oral na primeira infância, revelando a extensão e profundidade de conhecimentos acumulados sobre esse desenvolvimento, podendo ser tomados como fundamentos teórico-práticos para o trabalho educativo com as crianças menores de 3 anos. Ainda nesse capítulo indicamos proposições para o trabalho educativo e a implementação de políticas e ações que avancem para a consolidação de práticas intencionais, comprometidas com as máximas possibilidades de desenvolvimento das crianças. Por fim, tecemos as considerações finais com uma síntese de nossas reflexões que doravante orientarão nossa atividade docente e trajetória acadêmica.
This research studies the development of oral language in 2-to-3-year-old children who are cared and educated in Centers of Education and Recreation in Araraquara-SP. Its main objective is to analyze the Manual of Procedures, a guiding document for educational practices in this city, focusing on the guidelines on the mastery and expansion of language by children. Such mastery and expansion of language favors not only their communication process, but also the voluntary control of other constituent functions of our psyche. This object emerges from observations and reflections that came up in our daily practice as a teacher in the municipal system of Araraquara, in groups of 2-to-3-year-old children. The empirical evidence from which we departed to formulate our object is the difficulty they had in expressing themselves orally, indicating restrictions in their development. As specific objectives, we approach and fully analyze the structure, organization and content of the Manual, pointing out its limits and advances as a regulatory document of practices. We also indicate the implementation of policies that ensure the presence of professional pedagogues in day care classes, as well as theoreticalpractical adjustments that offer children a broad range of words, expressions and gestures. The master’s thesis is divided into four parts: initially, we present our academic background and professional career as an Early Childhood Education teacher in the municipal system of Araraquara, both of which gave rise to the thesis’ object. The documental character of this research is explained in the first chapter, in which we exhibit and analyze the structure, organization and content of the Manual of Procedures, specifically its contents referring to oral language. In the second chapter we discuss the development of oral language in early childhood from the perspective of the Historical-Cultural Psychology. In this chapter we reveal the extension and depth of knowledge on such development, knowledge that can be taken as theoreticalpractical fundament for the educational work with children under the age of 3. Besides, we suggest proposals for the educational work and the implementation of policies and actions that advance towards the consolidation of intentional practices, granting the maximum possibilities of development to children. Finally, we present the conclusion with a synthesis of our reflections that from now on will guide our teaching activity and academic career
This research studies the development of oral language in 2-to-3-year-old children who are cared and educated in Centers of Education and Recreation in Araraquara-SP. Its main objective is to analyze the Manual of Procedures, a guiding document for educational practices in this city, focusing on the guidelines on the mastery and expansion of language by children. Such mastery and expansion of language favors not only their communication process, but also the voluntary control of other constituent functions of our psyche. This object emerges from observations and reflections that came up in our daily practice as a teacher in the municipal system of Araraquara, in groups of 2-to-3-year-old children. The empirical evidence from which we departed to formulate our object is the difficulty they had in expressing themselves orally, indicating restrictions in their development. As specific objectives, we approach and fully analyze the structure, organization and content of the Manual, pointing out its limits and advances as a regulatory document of practices. We also indicate the implementation of policies that ensure the presence of professional pedagogues in day care classes, as well as theoreticalpractical adjustments that offer children a broad range of words, expressions and gestures. The master’s thesis is divided into four parts: initially, we present our academic background and professional career as an Early Childhood Education teacher in the municipal system of Araraquara, both of which gave rise to the thesis’ object. The documental character of this research is explained in the first chapter, in which we exhibit and analyze the structure, organization and content of the Manual of Procedures, specifically its contents referring to oral language. In the second chapter we discuss the development of oral language in early childhood from the perspective of the Historical-Cultural Psychology. In this chapter we reveal the extension and depth of knowledge on such development, knowledge that can be taken as theoreticalpractical fundament for the educational work with children under the age of 3. Besides, we suggest proposals for the educational work and the implementation of policies and actions that advance towards the consolidation of intentional practices, granting the maximum possibilities of development to children. Finally, we present the conclusion with a synthesis of our reflections that from now on will guide our teaching activity and academic career
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Palavras-chave
Linguagem Oral, Creche, Psicologia Histórico-Cultural, Manual de Procedimentos, Oral Language, Day Care, Historical-Cultural Psychology, Manual of Procedures