Práticas pedagógicas que envolvem a linguagem escrita na educação infantil : um estudo de caso no município de Primavera do Leste

Abstract

The present research is linked to the Postgraduate Program in Education of the University Campus of Rondonópolis, Federal University of Mato Grosso (PPGEdu / CUR / UFMT), research line Languages, Culture and Knowledge Construction: historical and contemporary perspectives, as well as to the Literacy and Literacy Research Group - ALFALE. It is a reflection on pedagogical practices related to the appropriation of written language in the context of Pre School (PS), in Primavera do Leste, MT. In methodological terms, the dissertation is characterized as a case study, based on the following procedures: statistical surveys about the adoption of learning packages by the prefectures of the state of Mato Grosso, in the context of PS; analysis of activities proposed by the Maxi Teaching System: Iluminuras Collection, a handwritten material acquired by the municipality of Primavera do Leste, during the years 2007 to 2012, destined to the age group of 5 years; semi-structured interviews recorded in audio and later transcribed, in which it was tried to describe teachers' opinions on the routines with and without the use of that apostilled system; observation - audio recordings, photographic record and field diary - of the contemporary practices of an Primavera do Leste PS institution. As participants in the research, there were 5 groups, with 63 children of 5 years and their teachers, a pedagogical coordinator and a director. The course of work sought to provide answers to the following question: What is the role of PS in the processes of appropriation of written language? From this question, two more originated: How are pedagogical practices in PS, municipal context of Primavera do Leste? To what extent do they perpetuate traditional didactic, adult-centered, transmissivist, or do they advance towards a child's protagonism inherent in an enunciative, dialogic, and more democratic perspective? The general objective, therefore, is to reflect on educational practices aimed at the appropriation of written language, considering the course of the Santa Úrsula Ledóchowska Pre School Municipal Institution, whose educators mostly used one (2007 to 2012), building other routines, after the abandonment of the material, on the occasion of the change of government; as specific objectives, are listed: present statistical data of the state of Mato Grosso, regarding the acquisition by municipal governments of learning packages and updated perception of Mato Grosso teachers on such municipal acquisitions; analyze activities proposed by the book Maxi Teaching System; to describe perceptions of teachers who could use this didactic material; to reflect on the current practices in the context of the referred Institutuion of Pre School at Primavera do Leste, age group of 5 years. Two theoretical perspectives in particular guide the course of work: the literacy processes, on which we highlight the contributions of Soares (2012), Kleiman (2008), Brandão and Leal (2011), among other authors; and the theory of the utterance, with Bakhtin (2018), Rojo (2005) and a few others. Aligning with such an arrangement, names like Ostetto (2012), Baptista (2010) and Goulart (2014) also have valuable contributions. At the end of the investigation, we obtained some relevant inferences about the routines related to the learning of written language in the context of PS, such as the abstract and distant nature of childhood concerning the activities proposed by the apostille material, the repetition of visomotor and phonic exercises, accentuating children's dependence on the role of the adult; the fact that, although the Primavera do Leste educators working in the research institution do not approve the adoption of the learning package, they present routines that also show signs of child dependency, repetition, intensive memorization, copying, and emphasis on school content. It is necessary to emphasize advances, such as the attention paid to the teacher in relation to interest, pleasure, children's willingness to make proposals, playfulness always present, experimentation in multiple languages, greater freedom to move, among other positive aspects observed in meetings. The complexity of the educational context analyzed, therefore,

indicates the importance of deepening the studies on the role of PS in the appropriation of written language, in order to fully consider the child protagonism in such a process.