As atividades de leitura na pré-escola numa perspectiva de letramento: o real e o esperado

Abstract

The present work is the result of some concerns that have arisen throughout our trajectory while teacher of early childhood education, and aims to investigate the activities intended for the practice of reading in preschool and identify the perspectives of teacher's teaching and learning. Whereas the work with reading, in this stage of education, must promote the contact of children with a variety of experience in situations of literacy, I sought to establish relationships between the actual work that happens in the everyday classroom, and between what should happen. The subjects who participated in this survey, were children, aged between four and five years old, a teacher and room auxiliary. In all, participated in seventeen children and the two responsible for the class. To the achievement of our goals, were used to support the work of theorist Leffa (1996), Cardoso (2012), Fonseca (2012), among others. Both approach the issue of reading as a complex process, which requires intentionality of the subject facing the text reader. Were also used, such as theoretical support, the CNE/CEB Opinion n° 20/09 and still draft resolution CNE/CEB, n° 5 17/12/09, both dealing with the National curriculum guidelines for early childhood education. The data after being analyzed, shows that pre-school practices regarding work with reading often tend to prioritize the preparation of children for elementary school with tasks to teach the technique of writing, being disregarded and devalued the practices actually are significant in terms of work in the light of literacy. Therefore, it is necessary, the constant re-evaluation of the practices of teachers, linked to continued training