Linguagem escrita na educação infantil: práticas de uma professora pesquisadora
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15007 |
Resumo: | This research aimed to analyze the written language practices developed by the researcher herself as a teacher of the group of children in the last stage of Early Childhood Education (phase 6) in 2019, in an educational unit of the municipal school system of a city in the interior of São Paulo State. The chosen methodology was the exploratory qualitative research conducted out through documentary research and the autoethnographic approach. Data analysis was carried out from the researcher teacher's pedagogical records, using her annual plan, her weekly plan and photographic records of the written language practices accomplished that year. The development of the investigation took place from a framework composed of theoretical contribution of works by reference authors in written language in Early Childhood Education in the historical-cultural perspective; a bibliographical survey of academic productions on the subject was also made in the publications of ANPEd's works, according to the State of Question methodology, and a brief interpretation of official guidance documents and what they propose for the teaching of written language in early childhood education which, as well as the theoretical reference, contributed to the dialogue with the analysis of the pedagogical documents. From this analysis, we sought to understand how the researcher teacher conducted these practices, considering the children's specificities and the playful dimension in this work. The study pointed out that the researcher teacher performed several practices involving mostly written language, with games and a playful dimension, besides the social use of writing, which is in line with what is recommended by the historical-cultural approach. In addition to these, activities of a mechanical nature were identified, such as outlining the dotted lines of letters and copies of words, since writing was approached out of context and meaning for the children. The analysis of these practices supported by theoretical contributions enabled a reflective process, leading the researcher teacher to a process of reframing her work. It was identified, therefore, that this study caused changes in conceptions and actions based on the reflection of its own practice. As a result, the research reaffirms and proposes the written language practices developed with children whereas the social use of writing was performed in an interactive way, with playful aspects and interactions, in line with what the historical-cultural approach advocates. This result will be shared as a product with Early Childhood Education teachers, enabling a reflective process on written language practices among peers. |
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Betoni, Suzana TaisTomazzetti, Cleonice Mariahttp://lattes.cnpq.br/4821077407620769http://lattes.cnpq.br/682550625928208077a646fc-4b15-49da-8ea5-35f4e88083522021-10-15T10:14:22Z2021-10-15T10:14:22Z2021-08-26BETONI, Suzana Tais. Linguagem escrita na educação infantil: práticas de uma professora pesquisadora. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15007.https://repositorio.ufscar.br/handle/ufscar/15007This research aimed to analyze the written language practices developed by the researcher herself as a teacher of the group of children in the last stage of Early Childhood Education (phase 6) in 2019, in an educational unit of the municipal school system of a city in the interior of São Paulo State. The chosen methodology was the exploratory qualitative research conducted out through documentary research and the autoethnographic approach. Data analysis was carried out from the researcher teacher's pedagogical records, using her annual plan, her weekly plan and photographic records of the written language practices accomplished that year. The development of the investigation took place from a framework composed of theoretical contribution of works by reference authors in written language in Early Childhood Education in the historical-cultural perspective; a bibliographical survey of academic productions on the subject was also made in the publications of ANPEd's works, according to the State of Question methodology, and a brief interpretation of official guidance documents and what they propose for the teaching of written language in early childhood education which, as well as the theoretical reference, contributed to the dialogue with the analysis of the pedagogical documents. From this analysis, we sought to understand how the researcher teacher conducted these practices, considering the children's specificities and the playful dimension in this work. The study pointed out that the researcher teacher performed several practices involving mostly written language, with games and a playful dimension, besides the social use of writing, which is in line with what is recommended by the historical-cultural approach. In addition to these, activities of a mechanical nature were identified, such as outlining the dotted lines of letters and copies of words, since writing was approached out of context and meaning for the children. The analysis of these practices supported by theoretical contributions enabled a reflective process, leading the researcher teacher to a process of reframing her work. It was identified, therefore, that this study caused changes in conceptions and actions based on the reflection of its own practice. As a result, the research reaffirms and proposes the written language practices developed with children whereas the social use of writing was performed in an interactive way, with playful aspects and interactions, in line with what the historical-cultural approach advocates. This result will be shared as a product with Early Childhood Education teachers, enabling a reflective process on written language practices among peers.A presente pesquisa buscou analisar as práticas de linguagem escrita desenvolvidas pela própria pesquisadora enquanto professora da turma de crianças da última etapa da Educação Infantil (fase 6) no ano de 2019, em unidade educacional da rede municipal de uma cidade do interior paulista. A metodologia escolhida foi a pesquisa qualitativa do tipo exploratória realizada por meio da pesquisa documental e da abordagem autoetnográfica. A análise dos dados foi feita a partir dos registros pedagógicos da professora pesquisadora, utilizando seu planejamento anual, os semanários e os registros fotográficos das práticas de linguagem escrita realizadas naquele ano. O desenvolvimento da investigação ocorreu a partir de um quadro composto por aporte teórico com contribuições de obras de autores referência em linguagem escrita na Educação Infantil na perspectiva histórico-cultural; também foi realizado um levantamento bibliográfico de produções acadêmicas sobre a temática nas publicações dos trabalhos da ANPEd, segundo a metodologia Estado da Questão, e uma breve interpretação de documentos oficiais orientadores e norteadores e o que estes propõem para o ensino da linguagem escrita na Educação Infantil que, assim como o aporte teórico, contribuíram para o diálogo com a análise dos documentos pedagógicos. A partir dessa análise buscou-se compreender como a professora pesquisadora realizou essas práticas, levando em consideração as especificidades das crianças e a dimensão lúdica neste trabalho. O estudo apontou que foram realizadas práticas diversas envolvendo a linguagem escrita em sua maior parte, com brincadeiras e a presença da dimensão lúdica, além do uso social da escrita, o que vai ao encontro do que preconiza a abordagem histórico-cultural. Além dessas, foram identificadas atividades de cunho mecânico tais como realizar o contorno de pontilhados de letras e cópias de palavras, em que a escrita foi abordada fora de contexto e significado para as crianças. A análise dessas práticas apoiada nos aportes teóricos possibilitou um processo reflexivo, levando a professora pesquisadora a um processo de ressignificação de seu trabalho. Identificou-se, portanto, que esse estudo provocou mudanças de concepções e ações a partir da reflexão de sua própria prática. Como resultado, a pesquisa reafirma e propõe as práticas de linguagem escrita desenvolvidas com as crianças em que foi realizado o uso social da escrita de maneira interativa, estando presentes os aspectos lúdicos e as interações, alinhadas ao que preconiza a abordagem histórico-cultural. Tal resultado será compartilhado como produto com professores da Educação Infantil, possibilitando um processo reflexivo sobre práticas de linguagem escrita entre os pares.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação infantilLinguagem escritaPráticas pedagógicasChildhood educationWritten languagePedagogical practicesCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMLinguagem escrita na educação infantil: práticas de uma professora pesquisadoraWritten language in early childhood education: pratices of a researcher teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis60060068abacf9-81b8-42bc-8984-347ece8d85b4reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdfDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdfDissertação Suzana Tais Betoniapplication/pdf2187401https://repositorio.ufscar.br/bitstream/ufscar/15007/1/DISSERTA%c3%87%c3%83O_SUZANA_TAIS_BETONI_VERS%c3%83O_FINAL.pdf90a24a04c9d1e6a83dc0ddd73b7f23deMD51Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdfForm_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdfCarta Comprovante Suzana Tais Betoniapplication/pdf213999https://repositorio.ufscar.br/bitstream/ufscar/15007/2/Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdff30daf7609708b3f3bb0c52c2650c34dMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15007/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdf.txtDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdf.txtExtracted texttext/plain289493https://repositorio.ufscar.br/bitstream/ufscar/15007/4/DISSERTA%c3%87%c3%83O_SUZANA_TAIS_BETONI_VERS%c3%83O_FINAL.pdf.txtf785baee01c51aefa69317122cde76ecMD54Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.txtForm_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.txtExtracted texttext/plain1360https://repositorio.ufscar.br/bitstream/ufscar/15007/6/Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.txtd179747d921b39475d5cb67423b12bd4MD56THUMBNAILDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdf.jpgDISSERTAÇÃO_SUZANA_TAIS_BETONI_VERSÃO_FINAL.pdf.jpgIM Thumbnailimage/jpeg5269https://repositorio.ufscar.br/bitstream/ufscar/15007/5/DISSERTA%c3%87%c3%83O_SUZANA_TAIS_BETONI_VERS%c3%83O_FINAL.pdf.jpgb3662f4df636c2bb8e60054da0040c1eMD55Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.jpgForm_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.jpgIM Thumbnailimage/jpeg13407https://repositorio.ufscar.br/bitstream/ufscar/15007/7/Form_PPGPE_2017_CartaDaVersaoFinal_assinado_Suzana_Betoni.pdf.jpg62206d92501f6dfd6d669c33c891853dMD57ufscar/150072023-09-18 18:32:17.944oai:repositorio.ufscar.br:ufscar/15007Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:17Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
dc.title.alternative.eng.fl_str_mv |
Written language in early childhood education: pratices of a researcher teacher |
title |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
spellingShingle |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora Betoni, Suzana Tais Educação infantil Linguagem escrita Práticas pedagógicas Childhood education Written language Pedagogical practices CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
title_full |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
title_fullStr |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
title_full_unstemmed |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
title_sort |
Linguagem escrita na educação infantil: práticas de uma professora pesquisadora |
author |
Betoni, Suzana Tais |
author_facet |
Betoni, Suzana Tais |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6825506259282080 |
dc.contributor.author.fl_str_mv |
Betoni, Suzana Tais |
dc.contributor.advisor1.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4821077407620769 |
dc.contributor.authorID.fl_str_mv |
77a646fc-4b15-49da-8ea5-35f4e8808352 |
contributor_str_mv |
Tomazzetti, Cleonice Maria |
dc.subject.por.fl_str_mv |
Educação infantil Linguagem escrita Práticas pedagógicas |
topic |
Educação infantil Linguagem escrita Práticas pedagógicas Childhood education Written language Pedagogical practices CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Childhood education Written language Pedagogical practices |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research aimed to analyze the written language practices developed by the researcher herself as a teacher of the group of children in the last stage of Early Childhood Education (phase 6) in 2019, in an educational unit of the municipal school system of a city in the interior of São Paulo State. The chosen methodology was the exploratory qualitative research conducted out through documentary research and the autoethnographic approach. Data analysis was carried out from the researcher teacher's pedagogical records, using her annual plan, her weekly plan and photographic records of the written language practices accomplished that year. The development of the investigation took place from a framework composed of theoretical contribution of works by reference authors in written language in Early Childhood Education in the historical-cultural perspective; a bibliographical survey of academic productions on the subject was also made in the publications of ANPEd's works, according to the State of Question methodology, and a brief interpretation of official guidance documents and what they propose for the teaching of written language in early childhood education which, as well as the theoretical reference, contributed to the dialogue with the analysis of the pedagogical documents. From this analysis, we sought to understand how the researcher teacher conducted these practices, considering the children's specificities and the playful dimension in this work. The study pointed out that the researcher teacher performed several practices involving mostly written language, with games and a playful dimension, besides the social use of writing, which is in line with what is recommended by the historical-cultural approach. In addition to these, activities of a mechanical nature were identified, such as outlining the dotted lines of letters and copies of words, since writing was approached out of context and meaning for the children. The analysis of these practices supported by theoretical contributions enabled a reflective process, leading the researcher teacher to a process of reframing her work. It was identified, therefore, that this study caused changes in conceptions and actions based on the reflection of its own practice. As a result, the research reaffirms and proposes the written language practices developed with children whereas the social use of writing was performed in an interactive way, with playful aspects and interactions, in line with what the historical-cultural approach advocates. This result will be shared as a product with Early Childhood Education teachers, enabling a reflective process on written language practices among peers. |
publishDate |
2021 |
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2021-10-15T10:14:22Z |
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2021-10-15T10:14:22Z |
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2021-08-26 |
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BETONI, Suzana Tais. Linguagem escrita na educação infantil: práticas de uma professora pesquisadora. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15007. |
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https://repositorio.ufscar.br/handle/ufscar/15007 |
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BETONI, Suzana Tais. Linguagem escrita na educação infantil: práticas de uma professora pesquisadora. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15007. |
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https://repositorio.ufscar.br/handle/ufscar/15007 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Universidade Federal de São Carlos Câmpus São Carlos |
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