Alfabetização e letramento : o discurso e as compreensões de professores da educação infantil
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2013
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A inquietação fundamental desta investigação foi entender como as professoras da educação infantil se expressam e compreendem a alfabetização e letramento. As
categorias eleitas foram alfabetização e letramento, educação infantil e discurso. O
referencial teórico teve como principais autores: Ferreiro (1985, 1987, 1988, 1993, 2003), Kramer (1995, 2008, 2010), Soares (1998, 2001, 2002, 2003, 2004, 2006, 2008, 2010), Machado (2004), Oliveira (2005), Rosemberg (2002, 2003), Zabalza (1998), Fairclough (2001, 2008), Iñiguez (2004), Orlandi (1994, 2005), Dijk (2004) e
Henry (1997). A investigação foi conduzida com cem professoras da educação infantil, e dez professoras que lecionam no Infantil II, última etapa da educação infantil, em seis instituições de ensino da cidade de Garanhuns, Pernambuco, Brasil.
Procedeu-se à aplicação de um questionário adaptado e validado às professoras de todas as etapas da educação infantil e uma entrevista semiestruturada às
professoras do Infantil II. A análise dos dados quantitativos foi realizada por meio do programa SPSS 18.0; enquanto a análise dos dados qualitativos foi orientada pela análise de discurso na linha francesa. Os resultados evidenciaram a relevância,
dada pelas professoras, aos processos de alfabetização e letramento na educação infantil. Todavia emergiu da opinião e do discurso de algumas professoras, apesar dessas demonstrarem afinidades com os conceitos e aplicabilidade dos processos de alfabetização e letramento, insegurança, dificuldade e contradições ao refleti-los, ora como processos distintos ora como imbricados entre si.
The fundamental restlessness of this investigation was to understand how kindergarten teachers express themselves and understand literacy and literacy. The categories were chosen literacy and literacy, early childhood education and discourse. The theoretical had as main authors: Ferreiro (1985, 1987, 1988, 1993, 2003), Kramer (1995, 2008, 2010), Soares (1998, 2001, 2002, 2003, 2004, 2006,2008, 2010), Machado (2004), Oliveira (2005), Rosemberg (2002, 2003), Zabalza(1998), Fairclough (2001, 2008), Iñiguez (2004), Orlandi (1994, 2005), Dijk (2004)and Henry (1997. The investigation was conducted with one hundred kindergarten teachers, and ten teachers who teach in Children II, the last stage of kindergarten, six educational institutions in the city of Garanhuns, Pernambuco, Brazil. Proceeded to a questionnaire adapted and validated the teachers of all the stages of early childhood education and a semistructured interview the teachers of Children II. The quantitative analysis was performed using SPSS 18.0, while the qualitative data analysis was guided by the analysis of discourse in French line. The results showed the importance given by the teachers, the processes of literacy and literacy in early childhood education. However emerged of opinion and speech of some teachers despite these affinities to demonstrate applicability of the concepts and processes of literacy and literacy, insecurity, difficulties and contradictions to reflect them either as separate processes or as interwoven with each other.
The fundamental restlessness of this investigation was to understand how kindergarten teachers express themselves and understand literacy and literacy. The categories were chosen literacy and literacy, early childhood education and discourse. The theoretical had as main authors: Ferreiro (1985, 1987, 1988, 1993, 2003), Kramer (1995, 2008, 2010), Soares (1998, 2001, 2002, 2003, 2004, 2006,2008, 2010), Machado (2004), Oliveira (2005), Rosemberg (2002, 2003), Zabalza(1998), Fairclough (2001, 2008), Iñiguez (2004), Orlandi (1994, 2005), Dijk (2004)and Henry (1997. The investigation was conducted with one hundred kindergarten teachers, and ten teachers who teach in Children II, the last stage of kindergarten, six educational institutions in the city of Garanhuns, Pernambuco, Brazil. Proceeded to a questionnaire adapted and validated the teachers of all the stages of early childhood education and a semistructured interview the teachers of Children II. The quantitative analysis was performed using SPSS 18.0, while the qualitative data analysis was guided by the analysis of discourse in French line. The results showed the importance given by the teachers, the processes of literacy and literacy in early childhood education. However emerged of opinion and speech of some teachers despite these affinities to demonstrate applicability of the concepts and processes of literacy and literacy, insecurity, difficulties and contradictions to reflect them either as separate processes or as interwoven with each other.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Manuel Tavares Gomes
Palavras-chave
EDUCAÇÃO, ALFABETIZAÇÃO, LITERACIA, EDUCATION, LITERACY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO INFANTIL, CHILD EDUCATION