Práticas de leitura e de escrita na pré-escola da EMEI Beija Flor do município de Faxinal do Soturno

Abstract

The present study aimed to develop experiences of social practices of reading and writing in early childhood education in order to encourage children to write. The study was carried out in the Beija Flor Municipal School of Early Childhood Education (EMEI), which is located in the city of Faxinal do Soturno. The specific objectives were to identify the possibilities of working with reading and writing, develop actions targeted at reading and writing experiences, and analyze learning experiences provided by the actions taken. The study was characterized as action research, which allowed reflection on the actions developed in teaching practice in order to direct possibilities of qualifying the educational processes in progress in the pedagogical work. In order to make the references, studies by Ferreiro and Teberosky (1999), Ferreiro (2009), Mello (2010), Mello and Farias (2010), Tripp (2005), Ferreira and Dias (2002), Augusto (2003) were consulted. From the actions developed in class that contemplated social practices of reading and writing in a diverse and inclusive way, it was possible to observe that learning to read and write needs to be enriching, in a way that children can grow as active and creative subjects and becoming the main agent in the construction of new knowledge. The focus of the study with reading and writing in early childhood education needs to be in the direction of promoting the participation of children in varied events of reading and writing, in order to allow the access and reflection of social practices that exist in modern-day society. Furthermore, it was possible to observe that the process of reading and writing is favored when the children are challenged to think about what should be written and the purpose in society. This implies the experience of different speeches that can be produced by writing, therefore standing out as another possibility and not the only one. In this manner, the teacher must investigate more about pedagogical practice and professional qualification in relation to literacy in early childhood education by focusing on, amongst other things, the experience of daily life from a systematic process of reflection and research.