Why learn how to read? : Affection and cognition in Early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Dominici , Isabela Costa
Data de Publicação: 2018
Outros Autores: Neves, Vanessa Ferraz Almeida, Gomes , Maria de Fátima Cardoso
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389
Resumo: This article aims to analyze the meanings attributed to written language in the journey of two five-year-old children in Early Childhood Education. A participant observation, comprising interviews, notes and video recording, was conducted to investigate and analyze data. The research was guided by the ontological and epistemological perspectives of Cultural-Historical Psychology and Educational Ethnography. The analysis of these children’s journeys makes it possible to claim that the processes of appropriation of the written language involve cognitive and affective aspects, the interaction with cultural artifacts and people, and lived experiences.
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spelling Why learn how to read? : Affection and cognition in Early Childhood Education Por que aprender a ler? afeto e cognição na Educação InfantilChild EducationAffectionCognitionEducação InfantilAfetividadeCogniçãoThis article aims to analyze the meanings attributed to written language in the journey of two five-year-old children in Early Childhood Education. A participant observation, comprising interviews, notes and video recording, was conducted to investigate and analyze data. The research was guided by the ontological and epistemological perspectives of Cultural-Historical Psychology and Educational Ethnography. The analysis of these children’s journeys makes it possible to claim that the processes of appropriation of the written language involve cognitive and affective aspects, the interaction with cultural artifacts and people, and lived experiences.O presente artigo tem como objetivo analisar os sentidos e os significados atribuídos à linguagem escrita na trajetória de duas crianças de 5 anos em uma turma de Educação Infantil. Para a investigação e a análise dos dados, foi realizado um estudo de caso e a observação participante, como anotações em caderno de campo, entrevista com os participantes e videogravação. Fundamentam essa investigação os pressupostos da Psicologia Histórico-Cultural e da Etnografia em Educação. A análise dessas trajetórias permitiu argumentar que os processos de apropriação da linguagem escrita envolvem aspectos cognitivos e afetivos, interação com artefatos culturais e vivências socioculturais.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 14-40Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 14-40Pro-Posições; v. 29 n. 3 (2018): set./dez.; 14-401980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389/21204Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessDominici , Isabela Costa Neves, Vanessa Ferraz Almeida Gomes , Maria de Fátima Cardoso 2019-08-30T17:28:52Zoai:ojs.periodicos.sbu.unicamp.br:article/8656389Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-30T17:28:52Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Why learn how to read? : Affection and cognition in Early Childhood Education
Por que aprender a ler? afeto e cognição na Educação Infantil
title Why learn how to read? : Affection and cognition in Early Childhood Education
spellingShingle Why learn how to read? : Affection and cognition in Early Childhood Education
Dominici , Isabela Costa
Child Education
Affection
Cognition
Educação Infantil
Afetividade
Cognição
title_short Why learn how to read? : Affection and cognition in Early Childhood Education
title_full Why learn how to read? : Affection and cognition in Early Childhood Education
title_fullStr Why learn how to read? : Affection and cognition in Early Childhood Education
title_full_unstemmed Why learn how to read? : Affection and cognition in Early Childhood Education
title_sort Why learn how to read? : Affection and cognition in Early Childhood Education
author Dominici , Isabela Costa
author_facet Dominici , Isabela Costa
Neves, Vanessa Ferraz Almeida
Gomes , Maria de Fátima Cardoso
author_role author
author2 Neves, Vanessa Ferraz Almeida
Gomes , Maria de Fátima Cardoso
author2_role author
author
dc.contributor.author.fl_str_mv Dominici , Isabela Costa
Neves, Vanessa Ferraz Almeida
Gomes , Maria de Fátima Cardoso
dc.subject.por.fl_str_mv Child Education
Affection
Cognition
Educação Infantil
Afetividade
Cognição
topic Child Education
Affection
Cognition
Educação Infantil
Afetividade
Cognição
description This article aims to analyze the meanings attributed to written language in the journey of two five-year-old children in Early Childhood Education. A participant observation, comprising interviews, notes and video recording, was conducted to investigate and analyze data. The research was guided by the ontological and epistemological perspectives of Cultural-Historical Psychology and Educational Ethnography. The analysis of these children’s journeys makes it possible to claim that the processes of appropriation of the written language involve cognitive and affective aspects, the interaction with cultural artifacts and people, and lived experiences.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656389/21204
dc.rights.driver.fl_str_mv Copyright (c) 2018 Pro-Posições
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Pro-Posições
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2019
Brasil; 2019
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 14-40
Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 14-40
Pro-Posições; v. 29 n. 3 (2018): set./dez.; 14-40
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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