O lugar da linguagem escrita na vida das crianças da Educação Infantil
This paper examines the place of written language in kindergarten. Its development was guided by the following assumptions: a) children are concrete subjects, contemporary and rights; with needs, interests and potential of appropriating the culture and produce culture and to participate in social co...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42178 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This paper examines the place of written language in kindergarten. Its development was guided by the following assumptions: a) children are concrete subjects, contemporary and rights; with needs, interests and potential of appropriating the culture and produce culture and to participate in social contexts in which they live; are subject undergoing intense changes resulting from learning and development processes that occur in conditions of social and symbolic mediation; b) Early Childhood Education is the initial stage of basic education, with pedagogical function of education and care and promote the comprehensive development of children through experiences they can share cultural practices - knowledge of the natural and social world, multiple languages, especially verbal language and play; c) writing is a cultural / language practice, with system size and discursive production, by which it is possible to know, think, feel and tell the world and himself, and therefore knowledge to be learned and developed by children in children's education, since the specifics are respected, both children as subjects as writing, as an object of knowledge, as of early childhood education as an area of learning and development; d) the place of writing in early childhood education becomes the subject of debates and controversies regarding ways can and must be experienced by children. Based on these assumptions, the research had for objective to analyze ways in which the written language has been experienced and meant for children and teachers of early childhood education. Data were built in a childhood education institution, with the theoretical and methodological contributions, principles of cultural-historical approach LS Vygotsky and dialogism the propositions of M. Bakhtin for research on human processes, according to which, in such research is I need to consider: the objects of study are not data, but exist as permanent construction; that their understanding requires its situation in context, seeking relationships that constitute it; both the object as his understanding is discursive productions, or are texts; that research relationships are co-constructed relations between researchers and research subjects and require the researcher, approach and departure movements, responsibility and sensitivity. The methodology involved the following: document analysis, observation sessions semiparticipativa type in a class of early childhood education and semistructured interviews of the kind with children and teacher observed class. The study was conducted in a childhood education institution from public Natal / RN - Municipal Center for Child Education - CMEI, at a level of class IV, with children aged 5 years. The analysis we developed has given us evidence that the ways in which writing has been inserted into the lives of children in kindergarten are presented as "adornment", ornament walls; as code, which parts need to be learned by rote; as part of practices that do not make emphasis on its symbolic / discursive character. These findings indicate to us a meaning-appropriation of innovative ideas in relation to the writing presence in the lives of children in kindergarten restricted and incomplete manner; where this is not experienced as speech, inter-action by means of written texts; with real social purposes, in meaningful contexts of use. And they point out the need for such practices to be rethought so that they can allow children the understanding of what, for that, and also evidence of how it is written by the production and mediated understanding of actual written texts as units of meaning and may involve other languages, such as the design and play. Therefore, both for children and for their teachers - and other professionals of the institutions - it is necessary conditions in which to reframe writing, their learning and their teaching, even considering the specifics of early childhood education. |
|---|