Concepções de leitura e escrita proposta nas orientações curriculares para a educação infantil do município de Aracruz

• Autor(a) principal: Schimittel, Paola Cometti Forechi
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/13621
• topic: Educação; Leitura; Escrita; Educação infantil; Políticas curriculares; Privatização da educação; Reading; Writing; Child education; Curriculum policies; Privatization of education; subject.br-rjbn

This dissertation integrates studies developed in the field of early childhood education and the teaching of reading and writing, through the research line Education and Languages, of the Graduate Program in Education of the Federal University of Espírito Santo. This is a documentary research, based on the Bakhitinian perspective of language as a theoretical and methodological approach, which has as its study problem the approach of reading teaching and the work with writing proposed in the Curriculum Guidance for Early Childhood Education. Focusing on this theme, it seeks to investigate reading and writing concepts that underlie the proposed work for Early Childhood Education in the municipality of Aracruz, supported by the Curriculum Guidance for Early Childhood Education, a document elaborated from 2014 to 2016, through the advice of the private institution called the Educational Community Cedac, from the Municipal Secretariat of Education of the municipality of Aracruz. For this, it is based on the contributions of the Bakhtinian perspective of language, seeking to dialogue with the discourses materialized by this utterance consisting of several voices and with the theoretical assumptions of Mikhail Bakhtin. From the analysis of the document, it finds that its orientations consider the psychogenetic or cognitivist approach as the basis of the work with reading, identifying that the Curriculum Guidance for Early Childhood Education are based on a reading conception as a process of understanding the meanings of the read text. The work with writing observes the precepts of the psychogenesis perspective of language, based on constructivist theories.