Entreatos de brincar, ler e escrever :um estudo sobre as possíveis interseções entre o ato de brincar e os atos de ler e escrever com crianças de 5 anos

Abstract

The present paper aims to analyze the possible intersections between the act of playing and the acts of reading and writing in situations of symbolic play with 5-year-old children from Tertuliano Góes Municipal Center for Early Childhood Education, in Salvador. The discussions that anchor the research take as reference the studies of Vigotski (2007, 2014), Ferreiro (1985, 1992, 2005, 2011), Lerner (2002), Molinari (2020, 2022), as well as Brougère (2010), Kishiomoto (2011), Wasjkop (2009), Moyles (2002, 2006). The research data were produced through observations of children in two 5-year-old classes at the Tertuliano Góes Municipal Center for Early Childhood Education, in contexts of make believe games taking place in an imaginary beauty salon and barbershop which were held during September, 2022. As qualitative research, the methodological path is based on the phenomenological approach, and we elected ethno-research of an exploratory nature as our method. Documentary analysis, participant observation, and the conversation circle were used as research instruments. We observed that the written materials included in the beauty salon and barber shop stations were not absorbed in the children's playtime. They were, during all sessions, unwilling to use the writings in playing, making us understand that they separated the act of playing from the acts of reading and writing, seeing them as incompatible. The significant reservation of the children of Tertuliano Góes Municipal Center for Early Childhood Education related to the acts of reading and writing provokes us to keep asking about public policies pro-teachers' continuous education, as well as about the investment in actions to promote research and studies in early childhood education schools. This research is expected to be able to collaborate with the debate on the invisibility of writing in official documents of Early Childhood Education and to expand discussions on the right of young children to get into the cultures of writing, having the school as an ally in this path.