Práticas de leitura e escrita na educação infantil em turmas multisseriadas

Abstract

The process of teaching and learning in multigrade classrooms is a challenge, since it welcomes children of different ages in the same classroom, under the mediation of a single teacher. This study aims to analyze the pedagogical practice held in a classroom with kindergarten multisseriate child aged three, four and five years old in a school located in the countryside - rural - Rattlesnake municipality of Ceará, in particular, seeking to investigate the pedagogical practice in relation to teaching and learning of written language in order to understand how learning happens with regard to the activities of reading and writing. The research is the theoretical assumption sociointeracionismo, founded in view of literacy and its implications in the classroom. We used as the theoretical foundations following authors: Vygotsky(1993 and 1994), Ferreiro and Teberosky(1999), Teberosky and Colomer (2003) and Soares(2005). The research is based on qualitative case study, followed by classroom observations and interviews with semi-structured roadmaps. Resources were also used as a field diary, photographs and voice recordings. From the data analysis, we can see that the teacher has the conception that the child is an active subject and participatory and that reading and writing is a building process that occurs through interaction. The results show that it values interaction, storytelling, production spontaneous oral communication, reading, writing, music, the rimes and drawings of children who fall in literacy practices. Were evident, too, the difficulty and challenges in working with multigrade classes, especially with regard to content and the different goals of each class to be achieved by scaffolding. We conclude that students multigrade classes in kindergarten are indeed able to interact with children of different ages in learning situation, however, deserve an education reflective quality that can match the reality of their stage of schooling, as well as effective methods, differentiated pedagogical action of multigrade classrooms not - these factors require professional training that ensures a quality learning and teaching.