As múltiplas linguagens das crianças e a pedagogia em um centro de educação infantil: uma negociação visível por meio da documentação pedagógica

Abstract

Languages are the means by which children venture to get to know, represent, express, communicate and interpret the world and themselves; through these ways of expressions, they interact with the objects and phenomena that surround them and build their identity. However, in some early childhood education contexts, especially pre-school, which is identified is a profound culture of ignorance and selective invisibility of the multiple languages of children. In virtue of this culture, this research aimed to analyze the manifestations of multiple languages expressed by preschool children and their relationship with the pedagogical practices underway in this context. The theoretical basis consisted of the Cultural-Historical Theory, the Theory of The Narrative Construction of Reality and the Theory of the Hundred Languages, as well as the Pedagogy of Listening and the Pedagogy in Early Childhood Education; thus interacting with knowledge about the development and appropriation of languages during childhood and how early childhood schools can promote practices for their encouragement and documentation. The place of research was a public Early Childhood Education Center in the city of Fortaleza, in Ceará, and two classes of children from ages four to five and their respective teachers participated in it. The fieldwork was guided by the socio-historical approach and was based on the pedagogical documentation strategy, using observation and documenting practices as data construction procedures and taking inspiration from the progettazione for formulation of a procedure for interpreting these, the reframing meetings. The pedagogical documentation as one of the research main axes, contributed to the teachers' involvement, since it articulated the researcher's objectives to the teachers’ interests and demands, configuring themselves as a space for negotiations. Interpreting the records of their own practices, in the reframing meetings, allowed the teachers to visualize the power of the documentation to put into discussion dimensions that related to them, creating reflections about the practices they developed and its repercussions for the children's experiences and creations. The investigation started from the hypothesis that children's languages, in their multiple expressions, even when not valued or highlighted, were present in the daily life of preschoolers. In the investigated context, children's languages, in their multiple expressions (verbal, body, games, constructions, etc.), were manifested in the interactions between children, between children and the teachers and between them and the school spaces and materials , in a retroactive dynamic. Based on this perception, the observation and documentation procedures, which initially targeted the manifestations of children's languages, also began to focus on the teachers' language manifestations. As a result, the data produced, in addition to capturing the teachers' expressions, also contributed to understanding their repetition among the children's language manifestations, in relation to the educational context. The emergence of children's languages expressed in this context seemed strongly influenced by the pedagogical practice developed (art studio, calendar, storytelling, drawing, etc.), which seemed to come from the teachers' perception of these expressions as part of the children's experiences at school.The children's languages were, therefore, related to ppractices in course in the investigated context, being part of the actions that implied in the children's experiences, including, in the process of identity construction.