Linguagem escrita na Educação Infantil: dissenso de concepções e práticas

Abstract

This qualitative research emerged from concerns about the possible challenges encountered in the context of a Municipal Early Childhood Education School (Emei) in São Paulo regarding how teachers work with written language. The general objective is to investigate how teachers working at Emei understand the guidelines of the Curriculum of the City of São Paulo: Early Childhood Education (São Paulo, 2019) regarding written language, in order to identify guiding principles for a continuing education proposal. The specific objectives are: (1) to identify the conceptions that teachers working in Emei have of the curriculum guidelines related to written language; (2) to identify whether and how written language is referenced in teachers’ planning; (3) to identify guiding principles for working with written language in Emei; and (4) to identify how the pedagogical practices developed by teachers reflect (or not) the guidelines of the curriculum concerning written language. The theoretical framework on the teaching and learning of written language is based on Leontiev (1978), Luria (1988), Vygotsky (1988), Ferreiro (2001, 2011), Abramowicz (2011), Passarelli (2012), Freitas (2012), Geraldi (2013a, 2013b), Grenfell (2014), and Soares (2023). For data production, an exploratory questionnaire (GIL, 2019) and, subsequently, a semistructured interview (Bogdan; Biklen, 1994) were applied. The data were analyzed through the construction of categories (Bogdan; Biklen, 1994). The teachers shared their conceptions, knowledge, and questions regarding the topic and identified the obstacles they face in developing a conscious and meaningful approach to written language with children aged four to five years and eleven months. Based on the interview responses, it was possible to define guiding principles for teacher education that meet the professionals’ needs. Therefore, the research revealed that teachers at Emei require continuing education to reframe their knowledge and support the development of meaningful proposals for children concerning written language