Relação entre teoria e prática: como as professoras da Educação Infantil pensam e realizam as práticas de letramento

• Autor(a) principal: Silva, Lindacleide Medeiros da
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41819
• topic: Letramento; Teoria; Prática; Educação Infantil; Literacy; Theory; Practice; Childhood Education; Educação

This article is in communion with the studies on literacy in early childhood education. The purpose is to investigate what CMEI of teachers in the Potengi neighborhood in the city of Natal / RN, working with children between 4 and 5 years, understand by literacy and, in turn, see if there is consistency of understanding of the theory and implementation of practices literacy in the classroom. On the assumption that the teachers have some knowledge about literacy when their teaching only tangent theory, these revealed in activities that possibly meet the old literacy concepts, and language as code. The TCC is justified by its concern with the continued teacher training and ongoing guidance so that literacy becomes a constant exercise of their classroom strategies. The theoretical foundation of this TCC is supported by Magda Soares (2001), Angela Kleiman (1995) and the National Curriculum Benchmarks for Early Childhood Education (RIO GRANDE DO NORTE, 1998). This research is a qualitative approach in an interview with field research was carried out; observation and exhibition activities proposed by teachers to their students and carried out by them. In this sense, directed activities and experienced by children will be analyzed and compared to their responses in order to find out whether there is a relationship between what is known about the theory and practice. At the end of the research it was found that the teachers understand the act of reading and writing as a process under construction through various contextualized activities, considering the reality of the students and the social practices that take place in genres, but to verify the relationship between theory and praxis, it is clear that there is an inconsistency that distance the theory of pedagogical.