Educação infantil e ensino fundamental: bases orientadoras à aquisição da leitura e da escrita e o problema da antecipação de escolaridade
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Data
2008-02-12
Autores
Valiengo, Amanda [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objeto de estudo deste trabalho são a brincadeira de faz-de-conta e as atividades produtivas como bases orientadoras à aquisição da escrita e da leitura na infância. Com base nisto, o objetivo central desta pesquisa foi a análise da articulação dos aprendizados possíveis na Educação Infantil e a criação de novas necessidades de conhecimento no Ensino Fundamental, especialmente no que se relaciona à educação das crianças do primeiro ano desse nível de escolaridade formal. A fim de alcançar esse objetivo, utilizei o Enfoque Histórico-Cultural como teoria embasadora à compreensão de algumas teses essenciais a este trabalho: o desenvolvimento humano, os períodos sensitivos, as atividades principais, a concepção de homem, criança e infância. Além do estudo teórico, realizei uma pesquisa empírica. Observei e anotei as situações vividas em duas turmas de primeiro ano do Ensino Fundamental, Vera Cruz (SP) em um diário de bordo, baseada em algumas categorias de observação: espaço, material, atividade, rotina, relação, criança. Com a busca da unidade entre teoria e prática, mediante a análise da coleta de dados, a partir das noções de criança e de infância, pude refletir sobre a questão propulsora desta investigação: a antecipação da escolaridade garante ou não o desenvolvimento cognitivo e emocional da criança de maneira ampla e harmônica? As análises realizadas permitiram algumas considerações finais: a prática educativa ainda não se constitui como motivadora de um amplo desenvolvimento das crianças, particularmente daquelas observadas, uma vez que a rotina educativa desconsidera o valor de atividades essenciais às aprendizagens infantis, tais como a brincadeira, os jogos de construção, o desenho, a dança, a pintura, a modelagem. A escola organizada para o Ensino Fundamental não...
The object of study of this research are the make believe game and the productive activities as guide foundations to the writing and reading acquirement in childhood. Based on this, the central objective of this search was the articulation analysis of the possible apprenticeships in Infantile Education and the creation of new knowledge necessities in Fundamental Education, especially in what refers to first grade child education from this level of formal primary school. In order to reach this objective, I used the Historical Cultural Focus as foundation theory to the comprehension of some essential thesis to this study: the human development, the sensitive periods, the main activities, the man, the child and the childhood conceptions. Beyond the theoretical study, I achieved an empiric research. I observed and made notes on the living situations from two first grade group of the Fundamental Education, at Vera Cruz city (SP) in a logbook, based on some observation categories: space, material, activity, routine, relationship, and child. Searching the unity between the theory and practice, by the analysis of data collects, from the child and the childhood notions, I could reflect about a propulsive question of this investigation: Does the anticipation of the primary education warrant or doesn’t the child emotional and cognitive development in an amplified and harmonic way? The achieved analysis allowed some final considerations: the educational practical hasn’t constituted itself yet as motivating to children’s amplified development, particularly to those were observed, since the educational routine doesn’t consider the value of essential activities to the infantile apprenticeships as the children’s play, the construction games, the drawings, the dance, the painting, the molding. The organized school to the Fundamental Education doesn’t structure itself in an appropriate... (Complete abstract, click electronic access below)
The object of study of this research are the make believe game and the productive activities as guide foundations to the writing and reading acquirement in childhood. Based on this, the central objective of this search was the articulation analysis of the possible apprenticeships in Infantile Education and the creation of new knowledge necessities in Fundamental Education, especially in what refers to first grade child education from this level of formal primary school. In order to reach this objective, I used the Historical Cultural Focus as foundation theory to the comprehension of some essential thesis to this study: the human development, the sensitive periods, the main activities, the man, the child and the childhood conceptions. Beyond the theoretical study, I achieved an empiric research. I observed and made notes on the living situations from two first grade group of the Fundamental Education, at Vera Cruz city (SP) in a logbook, based on some observation categories: space, material, activity, routine, relationship, and child. Searching the unity between the theory and practice, by the analysis of data collects, from the child and the childhood notions, I could reflect about a propulsive question of this investigation: Does the anticipation of the primary education warrant or doesn’t the child emotional and cognitive development in an amplified and harmonic way? The achieved analysis allowed some final considerations: the educational practical hasn’t constituted itself yet as motivating to children’s amplified development, particularly to those were observed, since the educational routine doesn’t consider the value of essential activities to the infantile apprenticeships as the children’s play, the construction games, the drawings, the dance, the painting, the molding. The organized school to the Fundamental Education doesn’t structure itself in an appropriate... (Complete abstract, click electronic access below)
Descrição
Palavras-chave
Educação de crianças, Ensino fundamental, Leitura e escrita, Reading and writing
Como citar
VALIENGO, Amanda. Educação infantil e ensino fundamental: bases orientadoras à aquisição da leitura e da escrita e o problema da antecipação de escolaridade. 2008. 162 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2008.