Six-year-old children in fundamental education: where do literacy practices go?

Detalhes bibliográficos
Autor(a) principal: Araujo, Mairce da Silva
Data de Publicação: 2021
Outros Autores: Pestana, Amanda de Sousa, Abreu, Alessandra da Costa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zero-a-seis
Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/79402
Resumo: The article presents results of a research carried out during the years 2018 -2019, with 25 children aged between 5 and 6 years old in a public school, in the State of Rio de Janeiro and aimed to understand how children interpret the transition process between Early Childhood Education and the 1st year of Elementary School. The qualitative research prioritized as a theoretical and methodological procedure the studies of Kramer (2005) and Smolka (2012), the participant observation of / in the school routine, the conversations with the children and teachers and the use of the field notebook. The results lead us to affirm that before the child's entry into Elementary School, she already has a conception of school marked by the absence of play, very different from what she experiences in Early Childhood Education. Based on this result, we understand that in order to rethink this school model, new reflections on the learning processes of teaching reading and writing are necessary, based on playful, cultural and authorial experiences that can permeate the pedagogical practices in both segments, contemplating the view of children.
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spelling Six-year-old children in fundamental education: where do literacy practices go?Crianças de seis anos no ensino fundamental: por onde caminham as práticas alfabetizadoras?The article presents results of a research carried out during the years 2018 -2019, with 25 children aged between 5 and 6 years old in a public school, in the State of Rio de Janeiro and aimed to understand how children interpret the transition process between Early Childhood Education and the 1st year of Elementary School. The qualitative research prioritized as a theoretical and methodological procedure the studies of Kramer (2005) and Smolka (2012), the participant observation of / in the school routine, the conversations with the children and teachers and the use of the field notebook. The results lead us to affirm that before the child's entry into Elementary School, she already has a conception of school marked by the absence of play, very different from what she experiences in Early Childhood Education. Based on this result, we understand that in order to rethink this school model, new reflections on the learning processes of teaching reading and writing are necessary, based on playful, cultural and authorial experiences that can permeate the pedagogical practices in both segments, contemplating the view of children.O artigo apresenta resultados de uma pesquisa realizada durante os anos de 2018 e 2019, com 25 crianças com idade entre 5 e 6 anos numa escola pública municipal no Estado do Rio de Janeiro; teve como objetivo compreender como as crianças interpretam o processo de transição entre a Educação Infantil e o 1º ano do Ensino Fundamental. A pesquisa, de natureza qualitativa, priorizou como procedimento teórico e metodológico os estudos de Kramer (2005) e Smolka (2012), a observação participante dos/nos cotidianos escolares, as conversas com as crianças e professoras e o uso do caderno de campo. Os resultados nos levam a afirmar que, antes do ingresso da criança no Ensino Fundamental, ela já tem uma concepção de escola marcada pela ausência da brincadeira, muito diferente do que ela vivencia na Educação Infantil. Partindo desse resultado, compreendemos que, para repensarmos o modelo de escola para as infâncias, são necessárias novas reflexões sobre os processos educativos que envolvem a leitura e a escrita a partir de experiências lúdicas, culturais e autorais que possam permear as práticas pedagógicas em ambos os segmentos, contemplando o olhar das crianças.      Universidade Federal de Santa Catarina2021-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/7940210.5007/1518-2924.2021.e79402Zero-a-Seis; v. 23 n. 44 (2021): Perspectivas de Pesquisa na Educação infantil: 30 anos de trajetória ; 1684-17081980-4512reponame:Zero-a-seisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/79402/47591Copyright (c) 2021 Mairce da Silva Araujo, Amanda de Sousa Pestana, Alessandra da Costa Abreuinfo:eu-repo/semantics/openAccess Araujo, Mairce da Silva Pestana, Amanda de Sousa Abreu, Alessandra da Costa2021-11-09T17:14:34Zoai:periodicos.ufsc.br:article/79402Revistahttp://www.periodicos.ufsc.br/index.php/zeroseis/indexPUBhttps://periodicos.ufsc.br/index.php/zeroseis/oaijoao.josue@ufsc.br1980-45121980-4512opendoar:2021-11-09T17:14:34Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Six-year-old children in fundamental education: where do literacy practices go?
Crianças de seis anos no ensino fundamental: por onde caminham as práticas alfabetizadoras?
title Six-year-old children in fundamental education: where do literacy practices go?
spellingShingle Six-year-old children in fundamental education: where do literacy practices go?
Araujo, Mairce da Silva
title_short Six-year-old children in fundamental education: where do literacy practices go?
title_full Six-year-old children in fundamental education: where do literacy practices go?
title_fullStr Six-year-old children in fundamental education: where do literacy practices go?
title_full_unstemmed Six-year-old children in fundamental education: where do literacy practices go?
title_sort Six-year-old children in fundamental education: where do literacy practices go?
author Araujo, Mairce da Silva
author_facet Araujo, Mairce da Silva
Pestana, Amanda de Sousa
Abreu, Alessandra da Costa
author_role author
author2 Pestana, Amanda de Sousa
Abreu, Alessandra da Costa
author2_role author
author
dc.contributor.author.fl_str_mv Araujo, Mairce da Silva
Pestana, Amanda de Sousa
Abreu, Alessandra da Costa
description The article presents results of a research carried out during the years 2018 -2019, with 25 children aged between 5 and 6 years old in a public school, in the State of Rio de Janeiro and aimed to understand how children interpret the transition process between Early Childhood Education and the 1st year of Elementary School. The qualitative research prioritized as a theoretical and methodological procedure the studies of Kramer (2005) and Smolka (2012), the participant observation of / in the school routine, the conversations with the children and teachers and the use of the field notebook. The results lead us to affirm that before the child's entry into Elementary School, she already has a conception of school marked by the absence of play, very different from what she experiences in Early Childhood Education. Based on this result, we understand that in order to rethink this school model, new reflections on the learning processes of teaching reading and writing are necessary, based on playful, cultural and authorial experiences that can permeate the pedagogical practices in both segments, contemplating the view of children.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/zeroseis/article/view/79402
10.5007/1518-2924.2021.e79402
url https://periodicos.ufsc.br/index.php/zeroseis/article/view/79402
identifier_str_mv 10.5007/1518-2924.2021.e79402
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/zeroseis/article/view/79402/47591
dc.rights.driver.fl_str_mv Copyright (c) 2021 Mairce da Silva Araujo, Amanda de Sousa Pestana, Alessandra da Costa Abreu
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Mairce da Silva Araujo, Amanda de Sousa Pestana, Alessandra da Costa Abreu
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Zero-a-Seis; v. 23 n. 44 (2021): Perspectivas de Pesquisa na Educação infantil: 30 anos de trajetória ; 1684-1708
1980-4512
reponame:Zero-a-seis
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Zero-a-seis
collection Zero-a-seis
repository.name.fl_str_mv Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv joao.josue@ufsc.br
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