Linguagem e infância : relações com o letramento
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1367 |
Resumo: | This work was developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices" (STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The study takes into account the fact that fundamental education of nine years, approved on February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization / literacy of children in kindergarten, a fact that raises many questions among teachers. In order to provide some answers, this research seeks to establish links between oral language, childhood and the awakening to a written culture. The universe of this research includes the study of relationships between oral language child and written culture. Note that children, from the experience of the dialogue of everyday conversation, give rise to a more elaborate kind of discourse, even if oral, a fact that makes the transition between the "primary genres" and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the relationship between childhood, orality and literacy activities proposed in a kindergarten class that was observed in two loci, both in Rondonopolis: a) a public institution of education, specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in research, by school 23 children, the classroom teacher and creator of the nursery and by Toy room coordinator, the extension girls of the courses in psychology and pedagogy and pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if and how literacy events and practices contribute to children 5 years to know better, to demonstrate what they know about the written culture of the writing center society which participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin (1992, 2003) as the mainstays, and studies and research on language, writing culture, and playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003), Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007), Albuquerque (2010). The work focuses on the qualitative research approach with character participant. The results show the importance of the mediating role of the adult / teacher in interactions that make use of written language and oral language occur reflexively and copyright. It is possible to conclude that the school is another, and not the most important or unique environment in which the child has a written culture, but the one who should have as 12 main objective to provide situations in which the written culture is reflected and thus help the child become an active being of their and to their historical and social culture. |
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Linguagem e infância : relações com o letramentoLinguagem oralCultura escritaLetramentoEducação infantilCNPQ::CIENCIAS HUMANAS::EDUCACAOOral languageWriting cultureLiteracyKindergartenThis work was developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices" (STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The study takes into account the fact that fundamental education of nine years, approved on February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization / literacy of children in kindergarten, a fact that raises many questions among teachers. In order to provide some answers, this research seeks to establish links between oral language, childhood and the awakening to a written culture. The universe of this research includes the study of relationships between oral language child and written culture. Note that children, from the experience of the dialogue of everyday conversation, give rise to a more elaborate kind of discourse, even if oral, a fact that makes the transition between the "primary genres" and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the relationship between childhood, orality and literacy activities proposed in a kindergarten class that was observed in two loci, both in Rondonopolis: a) a public institution of education, specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in research, by school 23 children, the classroom teacher and creator of the nursery and by Toy room coordinator, the extension girls of the courses in psychology and pedagogy and pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if and how literacy events and practices contribute to children 5 years to know better, to demonstrate what they know about the written culture of the writing center society which participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin (1992, 2003) as the mainstays, and studies and research on language, writing culture, and playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003), Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007), Albuquerque (2010). The work focuses on the qualitative research approach with character participant. The results show the importance of the mediating role of the adult / teacher in interactions that make use of written language and oral language occur reflexively and copyright. It is possible to conclude that the school is another, and not the most important or unique environment in which the child has a written culture, but the one who should have as 12 main objective to provide situations in which the written culture is reflected and thus help the child become an active being of their and to their historical and social culture.Esta dissertação foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso, campus de Rondonópolis, no interior do Grupo de Pesquisa de Alfabetização e Letramento Escolar – ALFALE. O objetivo geral foi o de analisar os ―eventos de letramento‖ (HEAT, 1982) e as ―práticas de letramento‖ (STREET, 1982) presentes nas atividades desenvolvidas em uma turma da Educação Infantil, de crianças de 5 anos. O estudo leva em consideração o fato de que ensino fundamental de nove anos, aprovado em 6 de fevereiro de 2006, pela Lei n. 11.274, trouxe para o debate o tema alfabetização/letramento de crianças na Educação Infantil, fato que gera inúmeras dúvidas entre os professores. No intuito de fornecer algumas respostas, a presente investigação procura estabelecer ligações entre a linguagem oral, a infância e o despertar para a cultura escrita. O universo da pesquisa abrange o estudo das relações entre linguagem oral infantil e cultura escrita. Nota-se que as crianças, a partir da vivência do diálogo da conversa cotidiana, fazem surgir um gênero de discurso mais elaborado, ainda que oral, fato que as faz transitar entre os ―gêneros primários‖ e ―gêneros secundários‖ do discurso, conforme perspectiva bakhtiniana. Sendo assim, tentei fazer a relação entre a infância, a oralidade e as atividades de letramento propostas em uma classe de Educação Infantil, observada em dois locis, ambos em Rondonópolis: a) uma instituição pública de ensino, especificamente, uma Escola Municipal na Unidade de Educação Infantil ‗Mateus Vinícius Bráz‘, com uma professora do II Ciclo da Educação Infantil; b) a Brinquedoteca Soraiha Miranda de Lima. Participam da pesquisa, por parte da escola, 23 crianças, a professora da turma e a idealizadora da creche e, por parte da brinquedoteca, a coordenadora, as extensionistas dos cursos de psicologia e pedagogia e a assessora pedagógica. Foram registradas atividades, observadas nos dois locis, a fim de se verificar se e como os eventos e as práticas de letramento contribuem para que crianças de 5 anos melhor conheçam e possam, assim, demonstrar o que sabem sobre a cultura escrita da sociedade grafocêntrica da qual participam. A pesquisa norteia-se pelos estudos de Vygotski (1993; 1995; 1996) e de Bakhtin (1992; 2003), como principais pilares, e em estudos e pesquisas acerca da linguagem, cultura escrita e o brincar na Educação Infantil, dos quais destacamos Chartier (1996), Smolka (2002, 2003), Soares (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005), Cardoso (2000, 2003, 2006), Amâncio (2007), e Albuquerque (2010). O trabalho privilegia a abordagem da Pesquisa Qualitativa com caráter participante. Os resultados evidenciam a importância do papel mediador do adulto/professor em interações que fazem com que o uso da linguagem escrita e oral aconteça de forma 10 reflexiva e autoral. É possível concluir que a escola é mais um, e não o mais importante ou único, ambiente em que a criança encontra a cultura escrita, mas o único que deve ter como objetivo principal proporcionar situações em que a cultura escrita seja refletida e, assim, ajudar a criança a tornar-se um ser ativo da sua e para a sua cultura histórico-socialUniversidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisCardoso, Cancionila Janzkovskihttp://lattes.cnpq.br/0310526239909234Cardoso, Cancionila Janzkovski318.155.451-00http://lattes.cnpq.br/0310526239909234Salgado, Raquel Gonçalves001.646.567-90http://lattes.cnpq.br/1165554868380123318.155.451-00Albuquerque, Eliana Borges Correia de573.072.534-53http://lattes.cnpq.br/0377713500986284Scalzitti, Carla Melissa Klock2019-08-31T11:55:08Z2012-06-172019-08-31T11:55:08Z2012-03-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSCALZITTI, Carla Melissa Klock. Linguagem e infância relações com o letramento. 2012. 154 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.http://ri.ufmt.br/handle/1/1367porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-09-02T07:02:31Zoai:localhost:1/1367Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-09-02T07:02:31Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Linguagem e infância : relações com o letramento |
title |
Linguagem e infância : relações com o letramento |
spellingShingle |
Linguagem e infância : relações com o letramento Scalzitti, Carla Melissa Klock Linguagem oral Cultura escrita Letramento Educação infantil CNPQ::CIENCIAS HUMANAS::EDUCACAO Oral language Writing culture Literacy Kindergarten |
title_short |
Linguagem e infância : relações com o letramento |
title_full |
Linguagem e infância : relações com o letramento |
title_fullStr |
Linguagem e infância : relações com o letramento |
title_full_unstemmed |
Linguagem e infância : relações com o letramento |
title_sort |
Linguagem e infância : relações com o letramento |
author |
Scalzitti, Carla Melissa Klock |
author_facet |
Scalzitti, Carla Melissa Klock |
author_role |
author |
dc.contributor.none.fl_str_mv |
Cardoso, Cancionila Janzkovski http://lattes.cnpq.br/0310526239909234 Cardoso, Cancionila Janzkovski 318.155.451-00 http://lattes.cnpq.br/0310526239909234 Salgado, Raquel Gonçalves 001.646.567-90 http://lattes.cnpq.br/1165554868380123 318.155.451-00 Albuquerque, Eliana Borges Correia de 573.072.534-53 http://lattes.cnpq.br/0377713500986284 |
dc.contributor.author.fl_str_mv |
Scalzitti, Carla Melissa Klock |
dc.subject.por.fl_str_mv |
Linguagem oral Cultura escrita Letramento Educação infantil CNPQ::CIENCIAS HUMANAS::EDUCACAO Oral language Writing culture Literacy Kindergarten |
topic |
Linguagem oral Cultura escrita Letramento Educação infantil CNPQ::CIENCIAS HUMANAS::EDUCACAO Oral language Writing culture Literacy Kindergarten |
description |
This work was developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices" (STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The study takes into account the fact that fundamental education of nine years, approved on February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization / literacy of children in kindergarten, a fact that raises many questions among teachers. In order to provide some answers, this research seeks to establish links between oral language, childhood and the awakening to a written culture. The universe of this research includes the study of relationships between oral language child and written culture. Note that children, from the experience of the dialogue of everyday conversation, give rise to a more elaborate kind of discourse, even if oral, a fact that makes the transition between the "primary genres" and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the relationship between childhood, orality and literacy activities proposed in a kindergarten class that was observed in two loci, both in Rondonopolis: a) a public institution of education, specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in research, by school 23 children, the classroom teacher and creator of the nursery and by Toy room coordinator, the extension girls of the courses in psychology and pedagogy and pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if and how literacy events and practices contribute to children 5 years to know better, to demonstrate what they know about the written culture of the writing center society which participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin (1992, 2003) as the mainstays, and studies and research on language, writing culture, and playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003), Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007), Albuquerque (2010). The work focuses on the qualitative research approach with character participant. The results show the importance of the mediating role of the adult / teacher in interactions that make use of written language and oral language occur reflexively and copyright. It is possible to conclude that the school is another, and not the most important or unique environment in which the child has a written culture, but the one who should have as 12 main objective to provide situations in which the written culture is reflected and thus help the child become an active being of their and to their historical and social culture. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-06-17 2012-03-16 2019-08-31T11:55:08Z 2019-08-31T11:55:08Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SCALZITTI, Carla Melissa Klock. Linguagem e infância relações com o letramento. 2012. 154 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012. http://ri.ufmt.br/handle/1/1367 |
identifier_str_mv |
SCALZITTI, Carla Melissa Klock. Linguagem e infância relações com o letramento. 2012. 154 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012. |
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http://ri.ufmt.br/handle/1/1367 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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