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Previous issue date: 2014-07-31 / No curso do desenvolvimento de cada indiv?duo a linguagem tem segundo a perspectiva da abordagem hist?rico-cultural de L. S. Vygotsky, o papel primordial de media??o na constitui??o do psiquismo, cujas formas de funcionamento originam-se na vida social, nas intera??es com a cultura e se desenvolvem mediante processo de internaliza??o de modos intermentais de a??o que se convertem em modos intramentais. Nessa perspectiva, a linguagem, enquanto fun??o especificamente humana, desenvolve-se em cada crian?a mediante sua inser??o no meio sociocultural, desde os primeiros meses de vida, evoluindo de modo significativo nos dois primeiros anos, n?o naturalmente, mas em situa??es de intera??o e media??o dos outros com quem convive. Nosso estudo partiu dessas premissas, juntamente ao reconhecimento do papel social da Educa??o Infantil de propiciar o desenvolvimento integral da crian?a, o que inclui a aprendizagem de pr?ticas simb?licas ou m?ltiplas linguagens, dentre elas, a linguagem oral. Perguntamos-nos sobre: em que contextos/situa??es se evidenciam ind?cios de aprendizagem e desenvolvimento da linguagem oral em beb?s e crian?as bem pequenas na Educa??o Infantil, e qual o papel do(s) outro(s) ? professores e crian?as ? nesses processos? O presente trabalho objetiva analisar contextos/situa??es de apropria??o da linguagem oral em beb?s e crian?as na Educa??o Infantil e o papel do(s) outro(s) ? professores e outras crian?as ? nesse processo. O estudo assumiu, te?rica e metodologicamente, os princ?pios da abordagem hist?rico-cultural de L.S.Vygotsky, e do dialogismo de M. Bakhtin no que se refere ao desenvolvimento dos processos humanos e sua an?lise. Este estudo foi desenvolvido em um Centro Municipal de Educa??o Infantil de Natal/RN e envolveu a constru??o de dados emp?ricos por meio de observa??es participativas da din?mica di?ria com registro em v?deo e di?rio de campo. Os sujeitos foram seis professoras que atuam junto ao grupo de quinze crian?as em uma turma de ber??rio II. A an?lise dos dados nos possibilitou aglutinar em dois grupos situa??es vivenciadas do ber??rio em que se evidenciam ind?cios de emerg?ncia da linguagem oral ? papel das crian?as e das professoras: 1) Situa??es desencadeadas pelas pr?prias crian?as: eventos entre as pr?prias crian?as e eventos entre as crian?as e as professoras; 2) Situa??es propiciadas pelas Professoras: eventos integrantes da rotina (momento da roda e momento de ver TV-DVD) e eventos fora dos momentos da rotina. Apesar de reconhecermos a import?ncia da intera??o entre as crian?as e de sua ineg?vel capacidade de participar e produzir eventos como possibilidades de aprendizagem, ressaltamos o papel das professoras nesses momentos, pois s?o elas os adultos respons?veis que podem ver, ouvir, e dar sentido a todas as a??es das crian?as, como tamb?m organizar-propiciar, em suas pr?ticas, situa??es em que elas possam vivenciar experi?ncias de/com a linguagem mais ricas e potencializadoras de seu desenvolvimento. Finalmente, destacamos a necessidade da linguagem oral ? sua natureza e sua aprendizagem ? passar a ter um lugar mais proeminente na organiza??o de propostas e pr?ticas pedag?gicas de educa??o das crian?as na Educa??o Infantil e, por conseguinte, na forma??o de professores que trabalham nessa etapa. / In the course of development of each individual, the language has, from the perspective of approach cultural-historical of L.S. Vygotsky, an important role of mediation in the constitution psychological, whose form of operation has originated in social life, in the interactions with the culture and which it develop through of internalization of inter-mental modes of action, that become intra-mental modes. In this perspective, the parlance itself, as a function specifically human , develops in each child upon its insertion in the sociocultural environment, since the first months of life, evolving significantly in the first and second year, not naturally, but in situations of interaction and mediation of others people with whom they live. Our study has been originated of these presuppositions together with the recognition of the social role of childhood education to promote the holistic development of children, which includes the learning of symbolic practices or multiple parlances, among them the oral language practice. We ask ourselves about: in what situations experienced by children of one to two years, in the context of a nursery, the learning and the development of oral language are favored and what is the role of the teacher and of children? This work aims to analyze contexts / situations of appropriation of oral language in infants and children in childhood education and the role of the other(s) - teachers and other children - in that process. The study assumed, theoretically and methodologically, the principles of approach cultural-historical of LS Vygotsky and the dialogism of M. Bakhtin on the development of human processes and its analysis. It has been developed into a Municipal Center of Childhood Education of Natal / RN and involved the construction of empirical data through of participatory observations of daily dynamic, with video recording and field diary. The subjects were six teachers who work with a group of fifteen children in a class of second level of nursery. The data analysis allowed us to coalesce into two groups experienced situations in which the nursery show signs emergency oral language - role of children and teachers: 1) this is triggered by the children themselves: events among children themselves and events among children and teachers; 2) violations caused by Professors: members of routine events (wheel of time and moment of watching TV-DVD) and events outside of the routine moments. While we recognize the importance of interaction between children and their undeniable ability to participate and produce events as learning possibilities, we highlight the role of teachers in those moments, because they are the responsible adults who can see, hear and give meaning to all actions of the children, as well as organize and propitiate, in their practices, situations in which the children can live experiences of / with the a richest language and which provides its development. Finally, we highlight the need for the oral language - its nature and learning - go on to have a more prominent place in the organization of tenders and pedagogical practices of education for children in childhood education and therefore in the formation of teachers working at this stage.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21898 |
| Date | 31 July 2014 |
| Creators | Costa, Wanessa Rafaela do Nascimento da |
| Contributors | 15678296434, Amorim, Ana Luisa Nogueira de, 76912620434, Momo, Mariangela, 49709119087, Capistrano, Naire Jane, 37938215449, Lopes, Denise Maria de Carvalho |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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