A criança como leitora, suas representações e significações: práticas de letramento em uma sala de educação infantil na Unidade de Atendimento à Criança – UAC - UFSCar

Abstract

The present Master's research aimed to investigate the ways in which the child in Early Childhood Education, aged between 3 and 4 years of age, constitutes itself as a reader through literacy practices experienced during school routines. The specific goals were: I. To identify how this process occurs, through literacy practices established by the class’ teacher, such as reading and conversation circles, dialogue with the children, contact with the various discourse genres, projects and world experiences; II. To analyze how they read and what they understand; III. To check how the reading of images and the retrieval of already read stories are retold by them; IV. To investigate which linguistic marks are used by them in the story telling of different discourse genres, and V. To investigate which the teacher’s actions provide literacy in a child of during the small childhood. Our theoretical reference is based on the Philosophy of Language (BAKHTIN, 2003, 2011), Historical-Cultural Psychology (VYGOTSKY, 1982, 1996, 2005, 2009; LURIA, 2000, 2005; LEONTIEV, 2005), Critical-Libertarian Pedagogy (FREIRE , 2005, 2009, 2011) and studies about Literacy (KLEIMAN, 1995, 2005, 2009; ROJO, 1995; TFOUNI, 1995; SOARES, 2003, 2010, 2017). In order to answer the objectives proposed in this study and based on the theoretical reference mentioned above, a field research with a qualitative focus was carried out. 12 insertions were made in a classroom at the Child Care Unit - UAC-UFSCar, with children between the ages of 3 and 4, during the second semester of the year 2018. To constitute the corpus of this work, the following data collection instruments were used: observation in locus, registers, filming, photographs and analysis of documents. The data analysis pointed out that the children signified and re-signified the readings based on literacy practices carried out by the teacher, and they had as mediator elements: memory reading, imitation reading, taking as a model those who had read to them, the oral retelling, the image reading and the reading by interpretation and the world reading. It is interesting to point out that the readings also occurred in the representations through games, social roles and drawings.