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Advisor(s)
Abstract(s)
Com esta pesquisa tentamos compreender as possibilidades de letrar
brincando e a forma como é compreendida a ludicidade nas rotinas das
crianças que frequentam um contexto de Educação de Infância no Brasil. É um
estudo de caso de natureza qualitativa efetuado a partir do trabalho realizado
em duas turmas de Pré II de uma escola de educação de infância situada no
município de Cabo Frio-RJ. A entrevista semi-estruturada com quatro
professoras e a observação direta com quarenta crianças, para além da
recolha documental, foram as técnicas de recolha de dados selecionadas para
aquisição de informação que permitiu a análise e a compreensão do decorrer
do processo de letramento no cotidiano escolar. Buscou-se, desse modo,
entender o papel do brincar no desenvolvimento do letramento no ensino das
crianças. A análise de conteúdo do material recolhido foi baseada na
categorização de Bardin (1975). Ademais, fora feita a revisão de literatura
para sustentar teoricamente a temática em análise, realizada a partir de
autores como Araújo (2004; 2012), Brougère (2003; 2010), Ferreiro (1993),
Kishimoto (1999; 2002; 2015), Piaget (2010), Soares (2003; 2005) e Vygotsky
(1991; 2003), entre outros. A análise do material coletado e a reflexão junto
às referências teóricas apontam para a necessidade de ampliação na
formação pedagógica no que concerne à importância do brincar e da
atividade ludica para o desenvolvimento das crianças, além da diversificação
das possibilidades de letramento no referido nível de ensino.
Lududicity presents itself as the subject of this investigation in the school context of childhood education. An attempt was made to understand the possibilities of literacy by playing in school routines. Carried out by means of a case study, qualitative research was carried out in two classes of Pre II of a kindergarten school located in the municipality of Cabo Frio-RJ. The semistructured interview with four teachers and the direct observation with forty students, besides the collection of documents, were the data collection techniques selected for the acquisition of information that allowed the analysis and understanding of the course of the literacy process in school everyday. In this way, we sought to understand the role played by playing in the development of literacy in the teaching of children. The content analysis of the collected material was based on the categorization of Bardin (1975). In addition, a review of the literature was made to theoretically support the theme under analysis, based on authors such as Araújo (2004, 2012), Brougère (2003, 2010), Ferreiro (1993), Kishimoto (1999, 2002, 2015) Piaget (2010), Soares (2003; 2005) and Vygotsky (1991; 2003). The analysis of the material collected and the reflection with the theoretical references point to the need for an increase in pedagogical training regarding the importance of playing for children's development, as well as the diversification of the possibilities of literacy in this level of education.
Lududicity presents itself as the subject of this investigation in the school context of childhood education. An attempt was made to understand the possibilities of literacy by playing in school routines. Carried out by means of a case study, qualitative research was carried out in two classes of Pre II of a kindergarten school located in the municipality of Cabo Frio-RJ. The semistructured interview with four teachers and the direct observation with forty students, besides the collection of documents, were the data collection techniques selected for the acquisition of information that allowed the analysis and understanding of the course of the literacy process in school everyday. In this way, we sought to understand the role played by playing in the development of literacy in the teaching of children. The content analysis of the collected material was based on the categorization of Bardin (1975). In addition, a review of the literature was made to theoretically support the theme under analysis, based on authors such as Araújo (2004, 2012), Brougère (2003, 2010), Ferreiro (1993), Kishimoto (1999, 2002, 2015) Piaget (2010), Soares (2003; 2005) and Vygotsky (1991; 2003). The analysis of the material collected and the reflection with the theoretical references point to the need for an increase in pedagogical training regarding the importance of playing for children's development, as well as the diversification of the possibilities of literacy in this level of education.
Description
Keywords
Ludicidade Letramento Infância Playfulness Literacy Childhood
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação