Concepções das professoras da pré-escola acerca da leitura e da escrita na educação infantil

Abstract

This paper aims to examine the conceptions of two Pre-School teachers about reading and writing and their implications in the process of teaching and learning. To fulfill this goal, we went to one of Caucaia's public pre-school institution and conducted semi-structured interviews with two teachers on the reading and writing process in order to understand how the built conceptions can reflect on teaching practices involving reading and writing, in the description of activities and lesson plan prepared by them. The theoretical foundations that guided our work were grounded in socio-constructivist theories of Piaget(2005, 1992), Vygotsky (1998, 1992, 1989) and Wallon (1995, 1992, 1975); in the language of Psychogenesis writing (1999) that focuses on literacy as a process and the language as a means of interaction. From the data analysis, we found that the teacher #1 practices traditional methods that value mechanical activities and focusing exercises. The second teacher in focus, although expresses in her speech a more consistent conception of child development and the process of reading and writing, she still maintains their practice under the strong influence of the traditional approach. Thus, research has shown that although the professional demonstrates a consistent knowledge about the teaching and learning of reading and writing that does not guarantee a pedagogical action in a socio-constructivist perspective, since the analysis of the interviews, the lesson plan and the description of the activities showed they are still linked to minor activities (mechanical copies of texts; fragmented readings; repetitions of syllables, words and phrases out of context) that do not consider the language in use nor the knowledge of young children.