O desenvolvimento da linguagem oral no contexto da educação infantil: concepções e práticas docentes em uma creche Municipal de Fortaleza

Abstract

This research took place in early childhood education and sought to know the practices and conceptions of teachers of children 1 to 3 years of age about children's oral language development. We try to understand how teachers observe the children's oral language development in the class where they work; to know how they analyze the role they play in the development of oral language of children; identify pedagogical practices carried out by the teacher in the routine that contribute the development of oral language of children; analyze the quality of these practices. We support this work in the studies of Piaget (1983; 1986; 2009), Vygotsky (1998; 2007; 2008) and Wallon (1995; 2007; 2008) about the importance of the emergence of oral language and how it contributes to the integral development and the interactions of the subjects; as well as in the discussions proposed by Bondioli and Mantovani (1998), Cruz (2011), Kishimoto (2011), Malaguzzi (1999), Oliveira - Formosinho (2011), about training and teaching profession in this stage of education. We used the case study with qualitative approach, in a municipal day care center of Fortaleza that serves children from one to three years old. We used as instruments: questionnaires, interviews and observation of three teachers and their teaching practices during three months. We adopted the diary, photographs, voice recording and video with the intention of capturing the interactions of teachers with children and children with children. In this study we found that the teachers knows the importance of their participation in oral development language of children, but only one of them ensures quality work with this language in their practices with children. We found that the teachers do not realize that the development of this language happens in all routine moments, even those with greater emphasis on care actions (food and hygiene). Two teachers do not favor the development of oral language of children because they provide poor verbal interactions between teachers and children. This study reveals that training meetings (initial and ongoing) should explore themes that help the teacher in teaching the children from zero to three years of age who are, day by day, in educational institutions.