A perspectiva docente sobre gêneros textuais e suportes para a construção da escrita simbólica em crianças da educação infantil

Abstract

Early childhood education should enable children in meaning ful learning that will help the wrole process of its development. There are children who come to kindergarten with many learning difficulties, and from there get a positive development, according to the school and the teacher to ofter her. This work aims to analyze the perspective of the teachers regarding the teaching of writing in kindergarten symbolic, based on the textual genres and media. We investigated which genders used by kindergarten teachers for the teaching of writing symbolic and analyze what the media used by teachers to work writing the symbolism. The research is exploratory in nature, field and qualitative. The school chosen for the research was a preschool from public Juazeiro-Ceará,wchich has a demand of approximately 119 children. The study subjects were two teachers who teach in the class of child V, in morning and afternoon shifts, being a graduate student in education and graduate degree in psychology, and the other is in graduate education. For the development of this research we rely on theory: Blacksmith (1999) and Vygotsky (2008) writing about the symbolic and Marcuschi (2012) to support the text genres and media and Massucato and Azevedo (2011) on teaching practice. The instrument used for data collection was the observation of classes for four days beyond the application of a questionnaire consisting of 13 questionnare. Based on the research results, we can conclude that the kindergarten teachers held different kinds of activities for learning the symbolic writing as the rewriting of words, designs, alphabet, mobile learning new words from the name of children, use of numbers through the calendar, existing inter-disciplinary mathermatical knowledge and Portuguese. The teachers also used rimes, songs and story-wheels stories, which are the most used genres, in addition to making use of props such as calendar, bookmarks, cartazes, textbooks and children’s literature. Was observed with the study as it is necessary for the teacher to organize and plan their work, using appropriate concepts not only about genres and media, but also on all content that happened to their students, to be give these children environments appropriate to their development as a whole, creating opportunities for learning writing, whether through reading texts or production of recreational activities such as play and games.