Banca de DEFESA: PRISCILA DA SILVA ROCHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PRISCILA DA SILVA ROCHA
DATE: 31/03/2021
TIME: 14:30
LOCAL: Video conferencia
TITLE:

“GENRE ORALS IN CHILDHOOD EDUCATION: POSSIBLE DIALOGUES BETWEEN THE PEDAGOGICAL PRACTICE AND LANGUAGE DEVELOPMENT ORAL

KEY WORDS:

Education; Child Education. Oral language. Oral genres. Pedagogical pratices.

PAGES: 118
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The National Curriculum Guidelines for Early Childhood Education (DCNEI) (BRASIL, 2009) highlight the development of children up to the age of five as the primary stage of Basic Education and assert that pedagogical pratices should be based on experiences lived in childhood. This phase of education coincides with the period when an oral language is usually developed in a more intense way. Therefore, the motivating problems of the research were: How do the pedagogical actions in which the oral genders are presents help us to understand the efectiveness of oral practices in Early Childhood Education? Can the mastery of theoretical foudations about the development of oral language and work with textual genre contribute to a pontentially humanizing work? What is the teaching role for the development of oral language in Early Childhood Education? In view of this issues, the general objetive that outlined the research was to identify and analyze pedagogical pratices in which oral genres are teaching instruments for the development of oral language in Early Childhood Education. From this, two specifcs objectives were broken down that seek to answer the question of the research: to understand the concept of orality, oral language, and oral genres under the linguistic aspects and under the perspective of Historical-Cultural Theory; and identify and analize the perceptions of a educator working in a school in the municipal public school in the city of Juiz de Fora, about orality and oral genres in Early Childhood Education based on the development of oral language. The research is anchored in the Historical-Cultural Theory (THC), With Vigotski (1995) as one of its creators and main representatives. He and his collaborators postulate the social nature of human development, considering social relations, historicity and culture in the constitution of the subject. Based in this undertanding, the child's relations with the other and the world takes place through language. In line with Vigotski (1995), Bakhtin (2011) affirms that human activicties are built in relatioships between the subjects in the form of oral and written statments (genres). As a metodological path for the investigation, we chose to develop a qualitative research based on principles of participant observation, consisting of a bibliographic survey on the theme of orality, by observation in a class of 2nd period of Early Childhood Education in the municipal network of Juiz de Fora by an interview with the conducting teacher of the investigated class. The data constituted in the field were organized in three axes of analysis: 1 - Oral genres on the Early Childhood Education; 2 - Pedagogical pratices: perceptions and teacher training; 3 - Development of oral language. As we can conclude, it is necessary that the pedagogical pratices with oral genres have a pedagogical intentionality to be configured as potentials for the humanized deveçopment of oral language.

BANKING MEMBERS:
Presidente - 1005053 - AMANDA VALIENGO
Externa à Instituição - ELIEUZA APARECIDA DE LIMA - UNESP
Interna - 1999919 - GIOVANA SCARELI