Atividades de letramento na Educação Infantil: o trabalho com a literatura como elo entre as modalidades oral e escrita

• Ano de defesa: 2018
• Autor(a) principal: Ranzani, Ariane
• Orientador(a): Martins, Maria Sílvia Cintra
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Educação Infantil; Literatura infantil; Práticas de letramento
• Palavras-chave em Inglês: Kindergarten; Children's Literature; Literacy practices
• Palavras-chave em Espanhol: Educación Infantil; Prácticas letradas
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/11074

The aim of the research, based on field research, is to understand how the translation phenomenon, presented in the retelling stories genre can estimulate the construction of children's identities. In other words, how the transition from a literacy event to another, grounded in the reading Children's Literature books, can contribute to the kindergarten children go through the oral and written language modalities in an attempt to read a book, interpreting, transforming, transcending, translating, venturing through multiple literary translation activities. The theoretical references of this work start from the idea of rhizomatic transversality and it is based on: 1) New Literacy Studies (BARTON & HAMILTON, 1998; KLEIMAN, 1995, 2002, 2007; MARTINS, 2007a, 2008; STREET, 2006, 2010, 2012, 2014) which investigates the conception of autonomous and ideological literacy models, literacy practices and literacy events, and discussing the importance of the genres of discourse and Children's Literature for the literacy and the development of language in its oral and written modalities; 2) Translation Studies (PAZ, 2009; LOTMAN, 1996; MARTINS, 012, 2013, 2018), which focuses in the concept of translation as creation and (de)construction, relating the translation to literacy practices as a way to enable the child to access the language in a competent and autonomous way, being a producer and consumer of texts; 3) Historical-Cultural Psychology and the Theory of the Activity (LEONTIEV, 1978a, 1978b, 2014a[1981], 2014b[1981]; VIGOTSKI, 2001, 2007; VIGOTSKII, 2014[1933]; VYGOTSKI, 1995[1931]) which examines the conceptions of the leading activity, zone of proximal development, higher psychological functions, affective-cognitive development, and cultural artifact; and 4) Critical Discourse Analysis (FAIRCLOUGH, 2001; MEURER, 2005), one of the cornerstones of our data analysis, which highlights the role of language in social transformation and allows us to analyze the relations present in the process of oral and written languages appropriation within a game of subjectivation and translation carried out by kindergarten children. This study is based on a qualitative-interpretative paradigm (BOGDAN & BIKLEN, 1994), participant (EZPELETA, 1984; ANDRÉ, 2005) and ethnographic perspective (STREET, 2010) and it investigates: a) how the transition from one literacy event to another and from the storytelling activity to a retelling activity, in which the child simulates a reading based on the adult reading activity, could contribute to the development of children texts producers and consumers; and (b) how literary translation activities can encourage the construction of children's identities. Thus, the results highlight the pertinence of literary translation activities in the sense of providing the transition of the child by the most varied discursive genres, establishing links between oral and written modalities of language; by considering child’s play as the leading activity in the affective-cognitive development that makes possible the child literary translation activities; and also, by enabling the child to enter the world of language subjectively and creatively, transforming it and transforming itself.