Linguagem e infância : relações com o letramento
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Data
2012-03-16
Autores
Scalzitti, Carla Melissa Klock
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Editor
Universidade Federal de Mato Grosso
Resumo
This work was developed in the Post-Graduate Program in Education of the Federal
University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The
overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices"
(STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The
study takes into account the fact that fundamental education of nine years, approved on
February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization /
literacy of children in kindergarten, a fact that raises many questions among teachers. In
order to provide some answers, this research seeks to establish links between oral language,
childhood and the awakening to a written culture. The universe of this research includes the
study of relationships between oral language child and written culture. Note that children,
from the experience of the dialogue of everyday conversation, give rise to a more elaborate
kind of discourse, even if oral, a fact that makes the transition between the "primary genres"
and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the
relationship between childhood, orality and literacy activities proposed in a kindergarten
class that was observed in two loci, both in Rondonopolis: a) a public institution of education,
specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a
teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in
research, by school 23 children, the classroom teacher and creator of the nursery and by Toy
room coordinator, the extension girls of the courses in psychology and pedagogy and
pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if
and how literacy events and practices contribute to children 5 years to know better, to
demonstrate what they know about the written culture of the writing center society which
participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin
(1992, 2003) as the mainstays, and studies and research on language, writing culture, and
playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003),
Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto
(1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007),
Albuquerque (2010). The work focuses on the qualitative research approach with character
participant. The results show the importance of the mediating role of the adult / teacher in
interactions that make use of written language and oral language occur reflexively and
copyright. It is possible to conclude that the school is another, and not the most important or
unique environment in which the child has a written culture, but the one who should have as
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main objective to provide situations in which the written culture is reflected and thus help the
child become an active being of their and to their historical and social culture.
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Citação
SCALZITTI, Carla Melissa Klock. Linguagem e infância relações com o letramento. 2012. 154 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2012.