Brincar de ler e escrever na educação infantil : o uso de livros didáticos como asas ou gaiolas?

Abstract

The present master's research developed in the Postgraduate Program in Education at the Federal University of Mato Grosso, Cuiabá campus, linked to the School Cultures and Languages research line, had the general objective of understanding the conception of reading and writing contained in the textbook Playing and Learning in Pre II classes, and makes it possible to play reading and writing in Cuiabana Early Childhood Education. We present the following specific objectives: Map academic-scientific production on the relationship between reading and writing in textbooks; Describe the Brincar e Letrar Program, linked to ProAC; Identify the theoreticalmethodological bases that organize the conceptions and pedagogical practices offered by the structured material; Analyze the textual configuration of the Teacher's Guide and the textbook Playing and Learning (Pre II – 5 years), taking into account the specificity of the target audience. In this way, the research is based on a qualitative approach, bibliographic and documentary type, which was developed through the location of materials, selection, bibliographic and documentary readings that refer to reading and writing in Early Childhood Education and the use of textbooks, which we investigated the Teacher's Guide and the children's book Playing and Learning, based on Gil (2008), Marconi; Lakatos (2003), Cervo; Bervian; Da Silva (2007), the analysis of Textual Configuration anchored in Mortatti (1999). The work of Vygotsky (1991) will serve as theoretical support; Ana Luiza Smolka (2012); Mônica Baptista (2010); Patrícia Corsino (et al., 2016); Suely Amaral Mello (2017); Girotto, Silveira (2013); Girotto, Souza (2016); Bajard (2014) and other theorists who research childhood, Manuel Jacinto Sarmento (2008) and Sônia Kramer (2006) and playing Tizuko Kishimoto (2008). The institution of Early Childhood Education in Brazil has been suffering setbacks with the imposition of public policies, pressure from parents and society, in relation to the literacy of young children, in 2021 the Municipal Department of Education of Cuiabá - MT inserts Early Childhood Education into the Literacy Program Cuiabano – ProAC - the Play and Letter Program, with the adoption of the structured Playing and Learning material for preschool (5 years old). ProAC was previously intended only for Elementary Education, from this context involving a supposed literacy of young children that worries us and presents us as a research problem, it is possible to play reading and writing using the textbook Playing and Learning, in Education Baby cuiabana? Can it be wings for children or cage? Does it give you the possibility of living a childhood among jokes and games, fabrics and scraps? The conclusions presented by the research point out, announce and denounce that the way in which teaching and the appropriation of reading and writing are carried out through the pedagogical proposals of the textbook, structured material, in a mechanized, reproductive way, which does not produce meaning for the child, directs young children towards early literacy, limits their potential in their formation as a reader, creator, author, illustrator, restricts expression through multiple languages, takes away time from playing and living the fullness of childhood. We consider it essential to deepen studies on textbooks, structured material and their contributions to the reading and writing process from a discursive-dialogical perspective in pedagogical work in order to encourage reflections in institutions that work with children.