A linguagem escrita na educação infantil: direito da criança, desafio do professor

• Ano de defesa: 2016
• Autor(a) principal: Souza, Eduardo Bezerra de
• Orientador(a): Sanches, Emília Maria Bezerra Cipriano Castro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação infantil; Linguagem escrita; Formação de professores
• Palavras-chave em Inglês: Early childhood education; Written language; Teacher training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/18950

The present moment, guided by the state of technological and scientific arts and for change and ethical, political and social, evidence is appropriate for that in kindergarten to understand the child as a social subject and therefore a subject of rights. One of these rights is access to verbal language, including oral language and writing, cultural products built historically instruments of expression, feelings and imagination in literate societies This survey, conducted in the light of cultural historical theory of human development , for which the higher psychological processes are culturally mediated , historically developed and socially constructed , aimed to investigate the perspective given to the written language in public institutions of early childhood education. Sought to identify the conceptions of teaching and learning of writing presented by the Basic Education teachers serving children aged five years the school system of the city of Suzano, their teaching practices and the relations established between its discourse and practice. The methodology was qualitative in nature from the perspective of action research. For data, collection was performed applying semi-structured questionnaire and the technique of Focus Group (FG). The productions CRUVINEL (2010), MELLO (2003, 2004, 2007, 2010, 2014), OLIVEIRA (2012), REGO (2012) and VYGOTSKY (1984, 1991) provided the theoretical basis that supported the research. Research results revealed lack of clarity of the teachers about the theoretical foundations of teaching practices that perform in the classroom. Divergent and conflicting speeches showed a lack of definition about what is working with written language in kindergarten. They pointed out also the need to reassess the educational proposals of the institutions, in order to include clear and consistent guidelines providing grants to teachers for contextualized work. In this context, in the light of cultural historical theory, we present a proposal for training from the theoretical dialogue of authors investigating the training of teachers, among them CANARY (1998), FULLAN e HARGREAVES (2000), GARCIA (1999, 2004), IMBERNÓM (2000, 2010), NÓVOA (2009), PLACCO (1992, 2002, 2008) e SCHON (2000)