Leitura-escrita na pré-escola: percepções e prática de uma professora em Santarém-PA.

Abstract

The present research understands that reading-writing is often an activity that occupies a large part of the work with children in child education, especially from 4 years of age onwards. Given that it is a topic that has generated controversy and contradictions in the area, we chose to verify the tension surrounding the work with reading-writing in preschool through the perceptions and practice of a teacher. We understand that the individual, as a unit in society, is extremely complex and carries elements of the collectivities of its specific social context. Therefore, we traced a path of analysis that begins in life experiences and moves towards the collective structures that formed the teacher's perceptions and how she has been practicing reading-writing in the activity room with the children. There is direct dialogue, therefore, with the studies of Vigotski (1996; 2000; 2001; 2003; 2018a; 2018b) and their collaborators, Luria (2018) and Leontiev (2004; 2017), pioneering scholars of Historical-Cultural Theory. Data production was based on non-participant observation and interviews inspired by the recurrent model (LEITE; COLOMBO, 2015). The records were made in a field diary, footage and photographs, later analyzed with the support of the evidential paradigm, by Ginzburg (1989; 2006). The data reveal the predominance of everyday knowledge about pedagogical practice with reading-writing in the analyzed preschool class. We noticed that the spaces and moments of routine in which reading-writing manifested itself more frequently were limited to the interior of the activities room and in a strict manner. We also noted that the factors that generated tension in the teacher's reports and actions, in her perceptions and attitudes regarding the subject of this study, were related to the basis of her academic education and were maintained due to the prevalence of knowledge arising from fragile interpretations, inherent to different pedagogical trends and present in the daily life of the school, crystallized in the practices and little or never questioned by those who deal with daily school life.