Didactic book: contradictions to imagination's development of preeschoolers

Detalhes bibliográficos
Autor(a) principal: Carbonieri, Juliana
Data de Publicação: 2022
Outros Autores: Magalhães, Cassiana
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3957
Resumo: Imbued of contradictions, the National Book and Didactic Material Program public notice (PNLD) 2022 organized pedagogical orientations to didactic book elaboration for the use of preschoolers of the public system in Brazil. In addition to disowning the first stage of basic education specificity, the public notice seeks to validate the anticipation of alphabetical instruction to small children. This prematureness present risks to psych development of preschoolers, especially regarding the imagination, as a superior psychological function. Therefore, by the PNLD 2022 public notice analysis in addition to the didactic book originated from it and collated with the uniqueness of the preschooler’s psych development under the assumptions of Historical-Cultural Theory we intended to answer: What are the risks of uptake the didactical book for preschooler’s imagination development? The criterial to choose the book were the uptaking index for the municipality of Londrina/PR. The results indicated the objectification of the pedagogical criterial attended by the public notice, assuming the anticipation of alphabetical instruction and improperly prioritizing issues of literacy and numeracy. The pedagogical propositions are purely technical, limited and inadequately in terms of visual and enunciation quality, apart from children’s reality. Besides, considering the assumptions to imagination’s development, the pictures and the situations presented in the book only reinforces stereotypes and do not provides nor increase cultural repertoire, which its needed to originates and develop this superior psychological function.
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spelling Didactic book: contradictions to imagination's development of preeschoolersLibro didáctico: contradicciones para el desarollo de la imaginación en la edad preescolarLivro didático: contradições para o desenvolvimento da imaginação na idade pré-escolarlivro didáticoteoria histórico-culturaleducação infantilimaginaçãodidactic bookcultural-historical theory;early childhood educationimaginationlibro didácticoteoría histórico-culturaljardín de infanciaimaginaciónImbued of contradictions, the National Book and Didactic Material Program public notice (PNLD) 2022 organized pedagogical orientations to didactic book elaboration for the use of preschoolers of the public system in Brazil. In addition to disowning the first stage of basic education specificity, the public notice seeks to validate the anticipation of alphabetical instruction to small children. This prematureness present risks to psych development of preschoolers, especially regarding the imagination, as a superior psychological function. Therefore, by the PNLD 2022 public notice analysis in addition to the didactic book originated from it and collated with the uniqueness of the preschooler’s psych development under the assumptions of Historical-Cultural Theory we intended to answer: What are the risks of uptake the didactical book for preschooler’s imagination development? The criterial to choose the book were the uptaking index for the municipality of Londrina/PR. The results indicated the objectification of the pedagogical criterial attended by the public notice, assuming the anticipation of alphabetical instruction and improperly prioritizing issues of literacy and numeracy. The pedagogical propositions are purely technical, limited and inadequately in terms of visual and enunciation quality, apart from children’s reality. Besides, considering the assumptions to imagination’s development, the pictures and the situations presented in the book only reinforces stereotypes and do not provides nor increase cultural repertoire, which its needed to originates and develop this superior psychological function.Imbuida de contradicciones, la Convocatoria del Programa Nacional del Libro y Material Didáctico (PNLD) 2022 organizó los lineamientos pedagógicos para la elaboración de libros didácticos para la educación inicial, también para uso de niños pequeños de 4 y 5 años en el sistema educativo público. Además de negar la especificidad de la primera etapa de la educación básica, el aviso público busca validar la anticipación de la alfabetización de los niños pequeños. Esta precocidad presenta riesgos para el desarrollo psíquico de los preescolares, especialmente en lo que se refiere al desarrollo de la imaginación. Así, a través del análisis del Aviso PNLD 2022, de los libros didácticos del mismo y comparado con las especificidades del desarrollo psíquico en el período de edad preescolar bajo los presupuestos de la Teoría Histórico-Cultural, buscamos responder a la siguiente pregunta: ¿Cuáles son los riesgos de la adopción del libro didáctico para el desarrollo de la imaginación de los niños en el jardín de infancia? El criterio para definir el libro fue la tasa de adopción por parte de la ciudad de Londrina/PR. Los resultados indicaron que los libros tenían como objetivos los criterios pedagógicos presentes en el aviso público, asumiendo la anticipación de la alfabetización y priorizando abusivamente las cuestiones de lectoescritura y aritmética. Las propuestas de los libros didácticos son meramente técnicas, limitadas y de baja calidad visual y enunciativa, desconectadas de la realidad de los niños. Aún así, considerando las premisas para el desarrollo de la imaginación, el contexto y las imágenes presentes en los libros solo refuerzan estereotipos y de ninguna manera contribuyen a la adquisición o ampliación de repertorios culturales, necesarios para el desarrollo de esta función psíquica superior.Imbuído de contradições, o Edital do Programa Nacional do Livro e do Material Didático (PNLD) 2022 organizou as orientações pedagógicas para a elaboração de livros didáticos para a educação infantil, inclusive para uso das crianças pequenas de 4 e 5 anos de idade no sistema público de ensino. Além de negar a especificidade da primeira etapa da educação básica, o edital busca validar a antecipação da alfabetização para as crianças pequenas. Essa precocidade apresenta riscos para o desenvolvimento psíquico das crianças pré-escolares, em especial no que tange ao desenvolvimento da imaginação. Assim, por meio da análise do Edital PNLD 2022, dos livros didáticos oriundos do mesmo e cotejado com as especificidades do desenvolvimento psíquico no período da idade pré-escolar sob os pressupostos da Teoria Histórico-Cultural, buscamos responder ao seguinte questionamento: Quais os riscos da adoção do livro didático para o desenvolvimento da imaginação das crianças da educação infantil? O critério para definição do livro foi o índice de adoção pelo município de Londrina/PR. Os resultados indicaram que os livros objetivaram os critérios pedagógicos presentes no edital, pressupondo a antecipação da alfabetização e priorizando abusivamente questões de literacia e numeracia. As propostas dos livros didáticos são meramente técnicas, limitadas e de baixa qualidade visual e enunciativa, desconexas da realidade das crianças. Ainda, considerando as premissas para o desenvolvimento da imaginação, o contexto e as imagens presentes nos livros apenas reforçam estereótipos e em nada contribuem com a aquisição ou ampliação de repertórios culturais, necessários para o desenvolvimento dessa função psíquica superior.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-04-25info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/395710.1590/SciELOPreprints.3957porhttps://preprints.scielo.org/index.php/scielo/article/view/3957/7384Copyright (c) 2022 Juliana Carbonieri, Cassiana Magalhãeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCarbonieri, JulianaMagalhães, Cassianareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-04-15T19:30:42Zoai:ops.preprints.scielo.org:preprint/3957Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-04-15T19:30:42SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv Didactic book: contradictions to imagination's development of preeschoolers
Libro didáctico: contradicciones para el desarollo de la imaginación en la edad preescolar
Livro didático: contradições para o desenvolvimento da imaginação na idade pré-escolar
title Didactic book: contradictions to imagination's development of preeschoolers
spellingShingle Didactic book: contradictions to imagination's development of preeschoolers
Carbonieri, Juliana
livro didático
teoria histórico-cultural
educação infantil
imaginação
didactic book
cultural-historical theory;
early childhood education
imagination
libro didáctico
teoría histórico-cultural
jardín de infancia
imaginación
title_short Didactic book: contradictions to imagination's development of preeschoolers
title_full Didactic book: contradictions to imagination's development of preeschoolers
title_fullStr Didactic book: contradictions to imagination's development of preeschoolers
title_full_unstemmed Didactic book: contradictions to imagination's development of preeschoolers
title_sort Didactic book: contradictions to imagination's development of preeschoolers
author Carbonieri, Juliana
author_facet Carbonieri, Juliana
Magalhães, Cassiana
author_role author
author2 Magalhães, Cassiana
author2_role author
dc.contributor.author.fl_str_mv Carbonieri, Juliana
Magalhães, Cassiana
dc.subject.por.fl_str_mv livro didático
teoria histórico-cultural
educação infantil
imaginação
didactic book
cultural-historical theory;
early childhood education
imagination
libro didáctico
teoría histórico-cultural
jardín de infancia
imaginación
topic livro didático
teoria histórico-cultural
educação infantil
imaginação
didactic book
cultural-historical theory;
early childhood education
imagination
libro didáctico
teoría histórico-cultural
jardín de infancia
imaginación
description Imbued of contradictions, the National Book and Didactic Material Program public notice (PNLD) 2022 organized pedagogical orientations to didactic book elaboration for the use of preschoolers of the public system in Brazil. In addition to disowning the first stage of basic education specificity, the public notice seeks to validate the anticipation of alphabetical instruction to small children. This prematureness present risks to psych development of preschoolers, especially regarding the imagination, as a superior psychological function. Therefore, by the PNLD 2022 public notice analysis in addition to the didactic book originated from it and collated with the uniqueness of the preschooler’s psych development under the assumptions of Historical-Cultural Theory we intended to answer: What are the risks of uptake the didactical book for preschooler’s imagination development? The criterial to choose the book were the uptaking index for the municipality of Londrina/PR. The results indicated the objectification of the pedagogical criterial attended by the public notice, assuming the anticipation of alphabetical instruction and improperly prioritizing issues of literacy and numeracy. The pedagogical propositions are purely technical, limited and inadequately in terms of visual and enunciation quality, apart from children’s reality. Besides, considering the assumptions to imagination’s development, the pictures and the situations presented in the book only reinforces stereotypes and do not provides nor increase cultural repertoire, which its needed to originates and develop this superior psychological function.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3957
10.1590/SciELOPreprints.3957
url https://preprints.scielo.org/index.php/scielo/preprint/view/3957
identifier_str_mv 10.1590/SciELOPreprints.3957
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3957/7384
dc.rights.driver.fl_str_mv Copyright (c) 2022 Juliana Carbonieri, Cassiana Magalhães
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Juliana Carbonieri, Cassiana Magalhães
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
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instacron:SCI
instname_str SciELO
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institution SCI
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repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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