Língua escrita na Educação Infantil III: compreensão dos professores sobre a alfabetização e o letramento

Abstract

This work wanted to know the understanding of kindergarten rooms III’ teaches about literacy and yours implications to the teaching of written language in classrooms with children with 3 (three) years old. The search had like specific objectives to identify teachers 'conceptions about literacy and understand the teachers' view on the development of literacy experiences and literacy in the kindergarten rooms III. To get the objectives, was carried out a qualitative research, using semi-structured interview as a methodological strategy, carried out individually with both teachers’ participants. Used as instruments to record the information collected field diary and audio recording, and support to assist in transcribing the interviews. For the literature search were chosen authors Ferreiro e Teberosky (1999), Soares (2004, 2006, 2009). The findings, by analyzing the data suggest that although the teachers possess theoretical knowledge and develop literacy practices and literacy within a socio-interactionist approach, yet retain ideas and actions rooted in traditional education, and which use also the usual pedagogical activities for elementary school language teaching writing in kindergarten.