A Leitura na Educação Infantil : concepções de professoras da escola pública de Ceará-Mirim

• Autor(a) principal: Pereira, Jeane Karla de Melo
• 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/123456789/42221
• topic: Leitura; Educação infantil; Concepções e práticas de professoras; Reading; Early Childhood Education; Conceptions and Practices of teachers; Ciências Humanas

The learning of reading is of fundamental importance to act with autonomy in literate societies, not attributing the right age to start this process, because it is something that permeates throughout life.On the very beginning of teaching little kids how to read, the role performed by teachers is of great importance.This article aims to investigate the conceptions of Reading presented by teachers of a Center for Early Childhood Education, located in the municipality of Ceará-Mirim, and the articulations of these conceptions in their teaching practices.The research presents a qualitative character with the analysis of data for interpretation of the phenomenon and attribution of meaning.In the context of the qualitative approach, we make use of an exploratory research that is characterized by the approximation of the researcher with the studied subject.As a data construction procedure, we used a questionnaire to characterize the subjects of the research, as well as a semistructured interview to establish the dialogue with the participants on the subject in question.The study was based on the theoretical studies of authors such as Solé (1998), Colomer and Camps (2002), Smith (1999), among others who conceive reading as a process of interaction between the reader and the text.In the analysis of the data obtained, we conclude that the teachers, despite their limitations in the mentioned discourses, present characteristic features of reading conceptions in an interactionist perspective.