Percepções das professoras do município de Juiz de Fora que participaram do curso Leitura e Escrita na Educação Infantil 2021/2022 sobre suas práticas com a linguagem oral, leitura e escrita e as condições institucionais em que se dão essas práticas

Abstract

This dissertation, which is linked to the line of research Discourse, Practices, Ideas and Subjectivities in the Educational Processes, from the post graduation Program in Education of the Federal University of Juiz de Fora (UFJF), Minas Gerais, deals with a research that aims to understand the perceptions of the teachers of the city of Juiz de Fora who participated in the formation process called Reading and Writing in Infantile Education in 2021/2022 about the practices with oral language, reading and writing and the institutional conditions. The study is based on the historical-cultural perspective, notably in the studies of Mikhail Bakhtin and Lev Vygotsky, to whom the human being is constituted in and by language. Data were produced using a questionnaire applied to kindergarten and 1st year teachers of the Fundamental Education when entering the formation process. The questionnaire was composed of thirty-six questions encompassing data about the formation of the teachers and their acting, the teaching practices before and during the pandemic and institutional conditions where these practices took place. 142 questionnaires were answered. The analisis was performed in the questions directly related to the data about the teachers (training and acting), oral language, reading and writing practices and the institutional conditions. The results revealed that 60% of the responses to the questionnaire were carried out by Kindergarten teachers. Regarding training, approximately 1/3 of the teachers in Kindergarten have secondary education. The practices of reading and writing are present in kindergartens and preschools in the form of storytelling, reading of storybooks and contact with writing situations. During the suspension of presential activities, printed activities were predominant in the Elementary School and were consistentin Pre-School. In kindergartens, the answers revealed that games through synchronous remote encounters occurred more often than in schools. Regarding the institutional conditions where the practices with oral language, reading and writing occured, the Kindergarten teachers responded that in the the activity rooms of the Institutions where they work there is a diversityof informational books, literature books, and other reading materials for the use of the infants and children. It is hoped that this study will be able to subsidize the construction of proposals for the proper training of Infantile education teachers that will enable the expansion of knowledge and reflection over the teaching practices, mainly providing access to babies and children to the written culture, to the teachers as readers and reading mediators and the important role of literature in the humanization of babies, children, teachers and families.