Literatura e desenvolvimento da linguagem escrita nos anos iniciais do ensino fundamental na perspectiva da teoria do ensino desenvolvimental

• Autor(a) principal: Sylvio, Mara Cristina de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11483
• topic: Literatura; Teoria histórico-cultural; Teoria do ensino desenvolvimental; Anos iniciais do ensino fundamental; Literature; Written language; Historical-cultural theory; Developmental teaching theory; Early years of elementary school; Linguagem escrita; CIENCIAS HUMANAS::EDUCACAO

The research that gave rise to this thesis is linked to the line of research “Training, teacher professionalization and educational work”, of the Graduate Program in Education of the Federal University of Goiás. The object of the research is the pedagogical work with the literature in the development of the written language of children already literate in the Early Years of Elementary School. Starting from a problem that seeks to understand how the contributions of the historical-cultural theory of human development and the theory of developmental teaching can contribute to the organization of pedagogical work with literature in the Early Years, the questions that guided our investigation can be summarized as follows : What are the contributions of historical-cultural theory and developmental teaching theory to the organization of pedagogical work with literature in the Early Years of Elementary Education, in order to contribute to the development of the written language of already literate children? How to organize pedagogical work based on these theoretical contributions and what kind of development can be observed in children? In order to elucidate these issues, we established as a general objective to understand and show how pedagogical work with literature, based on historical-cultural theory and developmental teaching theory can boost the development of written language and what kind of development can occur. As specific objectives we aim to understand the development of human language and its relationship with the development of written language at school; to analyze how pedagogical work can be organized in order to lead students to the appropriation of the general relationship of the concept of literature as a way of expressing human feelings and emotions through words; indicate possibilities of pedagogical work with literature and written in the Early Years of Elementary School in the context of the proposals of the current National Common Curricular Base on Portuguese Language. The theoretical-methodological framework of the research is dialectical materialism and as a methodological procedure, a didactic intervention as proposed by Davídov (1988) and collaborators, but with adaptations. The analysis of the data that emerged from the didactic intervention, shows that the pedagogical work with the literature organized from the contributions of the historical-cultural theory and the theory of developmental teaching developed, in most of the group of students who participated in the intervention, new reasons to read and write and a transformation of the children's relationship with the literary text that indicates pleasure and satisfaction in carrying out literary reading. We could also see evidence of the appropriation of the general relationship of the concept of literature as an expression of feelings and emotions through words and the development of certain social practices of reading and writing, which reflected, in our understanding, in the development of the pleasure of reading and reading and writing, imagination and creativity.