Reading and writing in early childhood education: contexts and practices under debate

Detalhes bibliográficos
Autor(a) principal: Nunes, Maria Fernanda Rezende
Data de Publicação: 2019
Outros Autores: Corsino, Patricia
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/6109
Resumo: The article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI – 2009). The article introduces the profile of the assessed schools and analyzes the observation records according to space and materials and interaction and interlocution categories. Based on the results, it is essential to seek an identity for early childhood education based on the dialogic way teachers listen and respond to children. Ludicsymbolic practices prevail in daycare centers, whereas these practices are added with more directive practices in pre-schools, which are substantiated by contents linked to literacy.  
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spelling Reading and writing in early childhood education: contexts and practices under debateLectura y escritura en la educación infantil: contextos y prácticas en diálogoLecture et écriture dans l’éducation de la petite enfance : mise en dialogue des contextes et des pratiquesLeitura e escrita na educação infantil: contextos e práticas em diálogoEducação InfantilLeituraEscritaPráticas EducativasÉducation de la Petite EnfanceLectureÉcriturePratiques ÉducativesEducación InfantilLecturaEscrituraPrácticas EducativasEarly Childhood EducationReadingWritingEducational PracticesThe article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI – 2009). The article introduces the profile of the assessed schools and analyzes the observation records according to space and materials and interaction and interlocution categories. Based on the results, it is essential to seek an identity for early childhood education based on the dialogic way teachers listen and respond to children. Ludicsymbolic practices prevail in daycare centers, whereas these practices are added with more directive practices in pre-schools, which are substantiated by contents linked to literacy.  El artículo analiza informes de entrevista y observación de 27 escuelas y grupos de la investigación “Boas práticas de leitura e escrita na educação infantil” [Buenas prácticas de lectura y escritura en la educación infantil], en siete municipios de regiones brasileñas. Las buenas prácticas son aquellas en las que la infancia y la experiencia, la educación y el cuidado constituyen binomios de creación, conforme a las Diretrizes Curriculares Nacionais para a Educação Infantil [Directrices Curriculares Nacionales para la Educación Infantil] (DCNEI – 2009). Se presenta un perfil de las escuelas y se analizan los registros de observación según las categorías espacios y materiales e interacciones e interlocuciones. Se revela, en las conclusiones, al buscar una identidad para la educación infantil, en la forma dialógica, como las profesoras escuchan y responden a los niños. En la guardería, predominan prácticas de cuño lúdico-simbólico, mientras que en la preescolar éstas todavía conviven con otras más directivas, basadas en contenidos relacionados con la alfabetización.  Cet article analyse des rapports d’entretiens et d’observation de 27 classes de differentes écoles dans le cadre de la recherche sur les “Boas práticas de leitura e escrita na educação infantil” [Bonnes pratiques de lecture et d’écriture dans l’éducation de la petite enfance], menée dans sept communes de plusieurs régions brésiliennes. Les bonnes pratiques sont celles où enfance et expérience et éducation et soins constituent des binômes de création, conformément aux Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI – 2009) [Lignes Directrices du Programme National pour l’Éducation de la Petite Enfance]. Un profil des écoles est dressé et les comptes rendus d’observation en fonction des catégories espaces et matériaux et interactions et interlocutions sont analysés. Les conclusions révèlent une quête d’identité pour l’éducation de la petite enfance dans la forme dialogique avec laquelle les enseignants écoutent et répondent aux enfants. Les pratiques ludiques et symboliques prédominent dans les crèches tandis que dans les maternelles elles coexistent avec des pratiques plus directives, basées sur les contenus de l’alphabétisation.  O artigo analisa relatórios de entrevista e observação de 27 escolas e turmas da pesquisa “Boas práticas de leitura e escrita na educação infantil”, em sete municípios de regiões brasileiras. Boas práticas são aquelas nas quais infância e experiência, educação e cuidado constituem binômios de criação, conforme as Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI) 2009. Apresenta-se um perfil das escolas e são analisados os registros de observação segundo as categorias espaços e materiais e interações e interlocuções. Revela-se, nas conclusões, a busca de uma identidade para a educação infantil, na forma dialógica como as professoras escutam e respondem às crianças. Na creche, predominam práticas de cunho lúdico-simbólico, enquanto na pré-escola estas ainda convivem com outras mais diretivas, pautadas em conteúdos relacionados à alfabetização.Fundação Carlos Chagas2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6109Cadernos de Pesquisa; Vol. 49 No. 174: out./dez.2019; 100-126Cadernos de Pesquisa; Vol. 49 Núm. 174: out./dez.2019; 100-126Cadernos de Pesquisa; Vol. 49 No. 174: out./dez.2019; 100-126Cadernos de Pesquisa; v. 49 n. 174: out./dez.2019; 100-1261980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/6109/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6109/pdf_1Copyright (c) 2019 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessNunes, Maria Fernanda RezendeCorsino, Patricia2022-10-14T15:32:38Zoai:ojs.publicacoes.fcc.org.br:article/6109Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-10-14T15:32:38Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Reading and writing in early childhood education: contexts and practices under debate
Lectura y escritura en la educación infantil: contextos y prácticas en diálogo
Lecture et écriture dans l’éducation de la petite enfance : mise en dialogue des contextes et des pratiques
Leitura e escrita na educação infantil: contextos e práticas em diálogo
title Reading and writing in early childhood education: contexts and practices under debate
spellingShingle Reading and writing in early childhood education: contexts and practices under debate
Nunes, Maria Fernanda Rezende
Educação Infantil
Leitura
Escrita
Práticas Educativas
Éducation de la Petite Enfance
Lecture
Écriture
Pratiques Éducatives
Educación Infantil
Lectura
Escritura
Prácticas Educativas
Early Childhood Education
Reading
Writing
Educational Practices
title_short Reading and writing in early childhood education: contexts and practices under debate
title_full Reading and writing in early childhood education: contexts and practices under debate
title_fullStr Reading and writing in early childhood education: contexts and practices under debate
title_full_unstemmed Reading and writing in early childhood education: contexts and practices under debate
title_sort Reading and writing in early childhood education: contexts and practices under debate
author Nunes, Maria Fernanda Rezende
author_facet Nunes, Maria Fernanda Rezende
Corsino, Patricia
author_role author
author2 Corsino, Patricia
author2_role author
dc.contributor.author.fl_str_mv Nunes, Maria Fernanda Rezende
Corsino, Patricia
dc.subject.por.fl_str_mv Educação Infantil
Leitura
Escrita
Práticas Educativas
Éducation de la Petite Enfance
Lecture
Écriture
Pratiques Éducatives
Educación Infantil
Lectura
Escritura
Prácticas Educativas
Early Childhood Education
Reading
Writing
Educational Practices
topic Educação Infantil
Leitura
Escrita
Práticas Educativas
Éducation de la Petite Enfance
Lecture
Écriture
Pratiques Éducatives
Educación Infantil
Lectura
Escritura
Prácticas Educativas
Early Childhood Education
Reading
Writing
Educational Practices
description The article reports an analysis of interviews and observations carried out in 27 schools by the research team in charge of project “Boas práticas de leitura e escrita na educação infantil” [Good reading and writing practices in Early Childhood Education], which encompasses 7 counties in different Brazilian regions. Good practices are the ones in which childhood and experience, education and care are creation binomials based on the Diretrizes Curriculares Nacionais para a Educação Infantil [National Curriculum Guidelines for Early Childhood Education] (DCNEI – 2009). The article introduces the profile of the assessed schools and analyzes the observation records according to space and materials and interaction and interlocution categories. Based on the results, it is essential to seek an identity for early childhood education based on the dialogic way teachers listen and respond to children. Ludicsymbolic practices prevail in daycare centers, whereas these practices are added with more directive practices in pre-schools, which are substantiated by contents linked to literacy.  
publishDate 2019
dc.date.none.fl_str_mv 2019-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6109
url https://publicacoes.fcc.org.br/cp/article/view/6109
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6109/pdf
https://publicacoes.fcc.org.br/cp/article/view/6109/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 49 No. 174: out./dez.2019; 100-126
Cadernos de Pesquisa; Vol. 49 Núm. 174: out./dez.2019; 100-126
Cadernos de Pesquisa; Vol. 49 No. 174: out./dez.2019; 100-126
Cadernos de Pesquisa; v. 49 n. 174: out./dez.2019; 100-126
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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