A sistematização da linguagem escrita na educação infantil: reflexão sobre uma experiência

• Autor(a) principal: Cardoso, Mariana Cristina Pimenta Rodrigues
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42433
• topic: Educação Infantil; Leitura e Escrita; Prática Pedagógica

This study investigates the systematization of work with written language in kindergarten, reflecting on the process of appropriation of that language by children explaining some knowledge built/ appropriated for them about this language from the systematized work. The research took place in the Núcleo de Educação da Infância (NEI), Colégio de Aplicação (CAp) of the Universidade Federal do Rio Grande do Norte (UFRN), with the morning shift class 3, consisting of twenty-two children aged 4 and 5 years. The research took the principles of qualitative approach whose main features are: having the natural environment as the direct data source; the investigator as the main instrument of research; being descriptive; having as object of interest not simply the results or products, but the whole process; the tendency on the part of researchers to analyze the data inductively and also the strong interest in the meaning attributed by the research’s subjects to the studied object. It was adopted as a methodological procedure the analysis of the practice itself through the notes at the Class Record Book. It was used as a methodological theoretical support, the statements proposed by Albuquerque and Leite (2010), Amarilha (2012), Barros (2001), Brandão and Leal (2010), Faria and Salles (2012), Ferreiro (1989, 1995), Leal and Silva (2012), Morais, Albuquerque, Leal (2005), Morais (2012), Solé (2003) and Rêgo (1999). Research results showed that, in fact, the way that presents itself as the most effective for children to take ownership of written language is the one that, besides taking into account the specificities of the child, is founded on the literacy and alphabetization. And yet, that the pedagogical work with this language cannot overlap to the work with the other languages, because they all have their contributions to the integral children’s development