A leitura na pré-escola: desafios e possibilidades da prática docente para a formação de novos leitores
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Data
2022-03-07
Autores
Sossolote, Lidiane Camilo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa trata da reflexão sobre vivências significativas com a literatura infantil para as crianças da Educação Infantil como ferramenta para a formação de pequenos leitores com base nas formulações da Teoria Histórico-Cultural. De acordo com esta teoria, as experiências educacionais ligadas à arte, como por exemplo a literatura, o desenho, a pintura, assim como a escrita e as ciências são essenciais para o processo de formação plena de potencialidades humanas durante a infância. Dessa forma, é possível indagar: a forma como a leitura é trabalhada pelos professores no contexto da Educação Infantil promove a formação de crianças leitoras? Tomando a hipótese de que o trabalho com a leitura desenvolvido por professores na Pré-escola pode ser favorável à formação dos pequenos leitores. Desta forma, este trabalho apresenta, como objetivo geral, analisar quais práticas de leitura desenvolvidas pelos docentes favorecem à formação de um pequeno leitor. Os objetivos específicos são: 1) identificar quais são as concepções sobre leitura dos docentes e suas escolhas teóricas e 2) verificar como a leitura de livros infantis pode mediar o processo inicial de formação do pequeno leitor e do gosto literário. O estudo foi fundamentado pela pesquisa qualitativa de tipo etnográfica por possibilitar uma compreensão das especificidades dos fenômenos em educação e de seu processo em curso, sendo utilizados, para tanto, questionários, entrevistas, observação e análise de documentos realizados pelos professores, tais como atividades impressas, reflexões semanais e atividades de teletrabalho. Ao todo, foram investigados nove professores e uma coordenadora pedagógica. Os resultados apontam que a prática educativa que envolve o ensino e a aprendizagem da leitura movida e desenvolvida pelo interesse e necessidade das crianças, associada a situações planejadas intencionalmente promove a produção de sentidos num processo interativo de ensino, contribuindo para a formação leitora desde a Educação Infantil. Também foi possível apontar que é essencial um programa de formação docente inicial e continuada como suporte para a intencionalidade do professor, especialmente em seu compromisso de ensino relacionado ao planejamento e desenvolvimento das situações propostas às crianças. Os desafios encontrados, a partir da análise dos resultados, apontam para a dificuldade em envolver tanto crianças quanto professores em situações que os remetam à atividade, no conceito defendido pela Teoria Histórico Cultural e o rompimento com a ideia da necessidade ou obrigação de alfabetizar a criança na Pré-escola.
This research addresses the reflection of meaningful experiences with children's literature to the children of Early Childhood Education as a tool for the formation of young readers based on the formulations of Cultural-Historical Theory. According to this theory, educational experiences linked to art, for instance, literature, drawing, painting, as well as writing, and science are essential for the process of full formation of human potentialities during childhood. Therefore, it is possible to inquire: does the form of how reading is approached by teachers in the preschool context promote the formation of children's readers? Assuming the hypothesis that the work with reading developed by teachers in early childhood education may be favorable to the construction of a young reader. As a result, this work presents, as the general objective, analyzes which reading practices developed by docents favor the formation of young readers. The specific goals are: 1) Identify which are the docents' reading conceptions and their theoretical choices; 2) Verify how reading children's books can mediate the initial formation process of the little reader and the literary preferences. The study has reasoned on qualitative ethnographic research because it provides a comprehension of the specifics of the phenomena in education and its current process, to achieve this goal, it has used questionnaires, interviews, observations, and analysis of documents made by the teachers, like printed activities, weekly reflections, and teleworking activities. The results indicate that the educational practice involving the teaching and learning of reading driven and developed by the children's interests and needs, associated with intentionally planned situations promotes the production of meanings in an interactive teaching process, contributing to reading education since Early Childhood Education. It was also possible to indicate that an initial and continued docent formation program is essential as a support for the teacher's intentionality, especially in its teaching commitment related to the planning and development of the situations proposed to the children. The challenges encountered, from the analysis of the results, point to the difficulty in involving both children and teachers in situations that remit them to the activity, in the concept defended by the Cultural-Historical Theory and the breach with the idea of the need or obligation to make the child literate in preschool.
This research addresses the reflection of meaningful experiences with children's literature to the children of Early Childhood Education as a tool for the formation of young readers based on the formulations of Cultural-Historical Theory. According to this theory, educational experiences linked to art, for instance, literature, drawing, painting, as well as writing, and science are essential for the process of full formation of human potentialities during childhood. Therefore, it is possible to inquire: does the form of how reading is approached by teachers in the preschool context promote the formation of children's readers? Assuming the hypothesis that the work with reading developed by teachers in early childhood education may be favorable to the construction of a young reader. As a result, this work presents, as the general objective, analyzes which reading practices developed by docents favor the formation of young readers. The specific goals are: 1) Identify which are the docents' reading conceptions and their theoretical choices; 2) Verify how reading children's books can mediate the initial formation process of the little reader and the literary preferences. The study has reasoned on qualitative ethnographic research because it provides a comprehension of the specifics of the phenomena in education and its current process, to achieve this goal, it has used questionnaires, interviews, observations, and analysis of documents made by the teachers, like printed activities, weekly reflections, and teleworking activities. The results indicate that the educational practice involving the teaching and learning of reading driven and developed by the children's interests and needs, associated with intentionally planned situations promotes the production of meanings in an interactive teaching process, contributing to reading education since Early Childhood Education. It was also possible to indicate that an initial and continued docent formation program is essential as a support for the teacher's intentionality, especially in its teaching commitment related to the planning and development of the situations proposed to the children. The challenges encountered, from the analysis of the results, point to the difficulty in involving both children and teachers in situations that remit them to the activity, in the concept defended by the Cultural-Historical Theory and the breach with the idea of the need or obligation to make the child literate in preschool.
Descrição
Palavras-chave
Educação, Educação infantil, Leitura, Formação de leitores, Ensino e aprendizagem, Brincar, Education, Early childhood education, Reading, Readers' formation, Teaching and learning, Play
Como citar
SOSSOLOTE, Lidiane Camilo. A leitura na pré-escola: desafios e possibilidades da prática docente para a formação de novos leitores. Universidade Estadual Paulista (Unesp), 2022.