Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
MORAES, Jaine Silva Souza de
 |
| Orientador(a): |
ALMADA, Francisco de Assis Carvalho de
|
| Banca de defesa: |
ALMADA, Francisco de Assis Carvalho de
,
SILVA, Roza Maria Soares da
,
SILVA, Ilma Maria de Oliveira
,
CARDOSO, Berta Leni Costa
,
SOUSA, Karla Bianca Freitas de
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/4537
|
Resumo: |
This dissertation focus on reading in Early Childhood Education, the concepts of the teachers about reading and pedagogical approaches that take place in the routine of Early Childhood Education set the concept boundaries to the object of study, and about reading, it shows how this context affects the development of children reading ability. In this line, the objective of this study was to analyze concepts and reading practices available in an institution of Early Childhood Education of the Municipal Educational System of Imperatriz-MA, as well as the implications of these concepts and practices in the process of developing reading skills of children. Therefore, the study privileged the Sociocultural Theory to analyze which reading takes place in the context of toddlers’ education, based on the assumption that children need to be an active subject in the path of an emergent reader. Furthermore, working with reading, in Early Childhood Education, is not related to the process of decoding signs or accelerating literacy at school. Based on the sociocultural theory, this study ponders on the quality of the mediation of reading formation and all the required knowledge for the development of the child, and teachers can satisfy the task by observing the learning style of the child. Thus, we highlight playing, the ludic world, as the main activity to consider in the process of reading instruction, for in this activity, the child acquires high levels of development (LEONTIEV, 2017). In the methodology section, the study was developed through a qualitative approach that abled the combination of different techniques for data collection, such as the technique of participant observation of pedagogical approaches of the teachers performed with the children on a daily basis, and the semi-structured interview, which brought for this research four interlocutors teachers concepts about reading. The organization of the data collected for analysis took place by dialectical hermeneutics methodology (MINAYO, 2014). The data reveal that the concepts of Paulo Freire, in the matter of reading, have been the most present, however, the research revealed an eclectic vision, a little of each theory. Accordantly, the study reflects in this context the importance of the nonexistence of teachers with the attitude of mistaking eclecticism for versatility. The data revealed that before the implementation of the Base Nacional Comum Curricular (Brazilian curricular standards), the school in focus still allows autonomy, so that the teachers plan practices for the development of the reading child, although there is pressure from the Municipal Department of Education. The study indicates that reading experienced in the context of the education of young children needs to be expressed as an activity that provides opportunities for life and communication, thus, it implies that the child finds meaning in this action. |
