A Literatura Infantil e o pocesso de alfabetização com crianças na Educação Infantil

• Main Author: SILVA, Cecília Garcia Araújo Januário da
• Publication Date: 2018
• Format: Bachelor thesis
• Language: por
• Source: Repositório Institucional da UFRN
• Download full: https://repositorio.ufrn.br/handle/123456789/37878
• topic: Literatura Infantil; Educação Infantil; Alfabetização; Letramento

The present work aims to analyze the importance of children's literature for the construction of contextualized situations that give rise to the development of language and consequently of literacy in Early Childhood Education. Its development was guided by the following premises: a) children are concrete, contemporary and rights subjects; with needs, interests and potentialities to appropriate culture and produce culture; b) Early Childhood Education is the initial stage of Basic Education, with the pedagogical function of educating-caring for and promoting the integral development of children through experiences in which they can share cultural practices - knowledge of the natural and social world, multiple languages, verbal language; c) literacy and literacy are cultural practices / language, with system dimensions and discursive production, through which it is possible to know, think, feel and tell the world and, therefore, knowledge to be learned and developed by children in Early Childhood Education; d) children's literature is a cultural artifact and in Child Education is a mediating instrument in the process of literacy and literacy. The data were constructed in a V-level classroom of Early Childhood Education, in a Municipal School in the city of Caicó / RN, having as theoretical-methodological contributions, principles of the historical-cultural approach of LS Vygotsky (2007;2008) and propositions of dialogism of M. Bakhtin for the research on human processes, according to which, in such research it is necessary to consider: that the object of study exists in permanent construction; that his understanding requires his situation in context, seeking the relations that constitute him; that both the object and its comprehension are discursive productions, that is, the relations of research are relations co-constructed between researcher and subjects of research. The methodology involved procedures of bibliographic analysis, semi-participatory observation sessions and semi-structured interviews. The results of the research analyzes have given us indications that the way the literacy process has been developed with children in Early Childhood Education presents itself as a practice in which its symbolic / discursive character is not emphasized. They point out little use of children's literature in this scope - restricted and lacunar; in which it is not experienced as language, interaction with real social purposes, in meaningful contexts. Therefore, it presents the need for such practices to be rethought in order to enable children to have conditions in which they can re-signify reading and writing, taking into account the specificities of Early Childhood Education.