Concepções e práticas de alfabetização e letramento de professores da pré- escola do município de Catalão-GO
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Data
2015-02-13
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Editor
Universidade Federal de Goiás
Resumo
This study aimed to analyze the concepts and practices of literacy and literacy teachers
from pre-school municipal Catalan-GO education. Despite the findings and studies on the
relationship between literacy and literacy in early childhood education and the discussion is
still surrounded by doubts and uncertainties to which not even the teachers who work at this
level can find answers and direct the course of the educational process . The theoretical and
adopted Framework for the realization of this work was the cultural historical theory, and
Vygotsky (1999) as its principal representative. Therefore, for this research, the Vygotskian
concept of mediation will have special emphasis, because he is central to reflect on the idea of
intentionality and the systematic work in early childhood education institutions - ensuring the
specificity of each age group - as a way to oppose us to work based on spontaneity and welfare,
characteristic of care historically proposed to the education of young children. We conduct
theoretical character studies to understand the history of early childhood education in Brazil
and understand the functions and characteristics assigned to that level to ensure that the child is
respected as a subject of rights; to this end, we rely on current laws, official documents, such as
the Law of Education Guidelines and Bases (1996), the National Curriculum Reference for
Early Childhood Education (1998), among others, and literature production concerning the
education of children 0-6 years among them Ariès (1978), Kuhlmann Junior (2004), Kramer
(1985), Oliveira (2002), Arce (2004). Dialogue with authors such as Vygotsky (2001), Mortatti
(2010) and Smith (2003), we reflect on the relationship between literacy, literacy and the role of
the teacher from kindergarten. From observation of classes and pedagogical practices of
teachers and interviews, we analyzed the conceptions and practices of teachers about the object
of study. From the data, we have developed four categories of analysis that enabled us to know
as Early Childhood Education teachers understand the literacy and literacy and how to express
that understanding in their teaching. Also, realize that municipal and federal educational
policies have directly influenced the educational practice of these teachers. In this sense, the
challenge was to understand the concepts and practices of teachers considering the subjectivity
of considering the historical and cultural context in which it is incurred.
Descrição
Palavras-chave
Alfabetização, Letramento, Pré-escola, Literacy easy, Literacy, Preschool
Citação
ANDRADE, Priscilla S. Ximenes. Concepções e práticas de alfabetização e letramento de professores da pré- escola do município de Catalão-GO. 2015. 147 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2015.