A co-construção da leitura e escrita na educação infantil em uma perspectiva sociocultural construtivista

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

In the educated society, children have contact with the written language since their birth. Depending on their socio-economical and cultural situation, these children find out the functional aspect of the written communication and develop interest in this language, in bigger or smaller intensity. The present research deals with the process of co-construction of reading and writing by children of the early education. It focused on (1) the reading practices experienced at the school and at home and (2) the Project of Readers and Writers education, which is composed by two sub-projects: The time of the tale and meaningful writing - SPHC and the Reading bag - SPBL. These, inter-related, had as a goal the development of reading and writing practices of children and their families. The literature review, based on a sociocultural constructivist conception of the human development, approaches the concept of reading and writing in the early education. Based on that, the goal of the present research was defined, which is the construction of knowledge on the process of readers and writers education, through children, researcher and family (mother/(father)s interactions in the early education. Eleven children, between 4 and 5 years old, their mothers/(fathers), the school teacher and the researcher herself were part of the research. The children were students of a class in the jardim II level of an institution of a local community of the Federal District. The data was developed based on: documental analysis, evaluation of childrens reading and writing; observation in the classroom; interviews with the teacher and families; and also the application of the two mentioned subprojects. The first sub-project (SPHC) was applied directly with the children in the classroom, the second (SPBL) was oriented to the interaction mother/(father)child through reading practices. The results of the SPHC, micro-genetically evaluated, pointed out that: 1) the built connection between researcher and children allowed the establishment of a relation of trust among the involved parts; 2) the relation of trust and the conduction of the SEs based on a well structured strategy stimulated the children to increase their interactions with the linguistic code and other languages, such as the aesthetic, the artistic and plastic languages; 3) the strategies to assist the children on the conduction of the SEs, mainly the scaffolding strategy, were fundamental to achieve the goals of the subproject; 4) the children had an active involvement on the reading and writing of texts, in spite of not having a conventional reading or writing. They foresaw the facts, added facts to the speech of the others, introduced new themes of their interest into the discussion, and developed a dialog with the texts, moving into direction of a construction of fantasy and imagination; cooperating and liberating the knowledge of their lived experiences with the written language, building the meanings and the linguistic symbols. The analysis of results of the SPBL pointed out that, in the case of these families; 1) the reading and writing is an important tool to the education of their children, mainly to social improvement; 2) the reading and writing were used to solve daily problems: (a) reading of newspapers, brochures, bills (energy, water and telephone), woman magazines and the bible; (b) annotation of addresses, telephones, lucky games, little notes and cooking recipes and signing of documents. Furthermore, it was also noted that these reading practices were characterized by the gender aspect. The newspaper was the most meaningful text for the men and the bible for the women. Regarding the participation of the families of the SBPL, all of them, particularly the mothers, took part of the sub-project through reading activities with their children. They evaluated this experience as a positive strategy because it raised the interest of their children in reading. Therefore, the conclusion is that to develop the reading and writing, mainly of children on a low income structure, the school needs to apply creative actions of teaching and learning, involving not only the children but also their families. New applications of this project into the context of low income families are suggested as final considerations of the present work.

ASSUNTO(S)

educação de crianças literatura infantil sociocultural constructivist perspective psicologia educacional educação reading and writing practices instituição comunitária práticas de leitura e escrita perspectiva sociocultural construtivista childrens literature local community institution psicologia

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