Práticas de leitura e escrita na educação infantil: uma visão construtivista do ato de aprender

Abstract

This monograph highlights as a focus of study the practice of reading and writing in Early Childhood Education and as a general objective to know how Early Childhood Education teachers build practices related to reading and writing taking into account the constructivist conception of learning. Specifically, it aimed to understand how the process of construction of reading and writing is constituted in a constructivist-based institution and to understand how the teacher carries out his interventions. Thus, a bibliographic survey was carried out on the subject and a qualitative field research was carried out in a private Early Childhood Education institution located in Salvador, through the application of a questionnaire for pedagogical coordination and teachers of Group 5. as main sources the following theoretical references: Piaget (1971, 1998, 1999), Ferreiro (1985, 2011), Macedo (1994), Deheinzelin (1997). Authors who supported the understanding of the construction of the reading and writing process based on the constructivist conception and for the discussion about the reading and writing practices built by the teachers, subjects participating in the research. In this context, it was found that the practices are developed from the appreciation and respect for the children's prior knowledge, their characteristics and needs in order to favor the construction of meaningful learning through the use of different pedagogical strategies, through the execution of permanent and occasional activities, projects and didactic sequences, such as: reading circles, storytelling, reading and writing of different textual typologies, among others.