A linguagem escrita na educação infantil com crianças de 4 e 5 anos

Abstract

The reflection held in this text is the result of an investigation about the usage of written language on 4 and 5 years old kids, on infant education environment. It is also a provisional synthesis of conclusion built in order to fulfill the assignment called Trabalho de Conclusão de Curso – TCC, which the idea and its first origins date back to some problematizations during the Supervised Internship on Infant Education, around the topic of written language and kids. The collation of the observations within the institutional context and the official documents, plus the theoretical studying were the catalysts of the problem which guided us on this path: how is the written language with the children in the Infant Education institutions being handled. The searching of possible answers was anchored methodologically through the analysis of Moraes‟ (1999) content, about the official documents that guide infant education: Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEIs e Base Nacional Comum Curricular – BNCC. Theoretically, through the historic-cultural theory of the human development, from Vigotski and collaborators. The initial results signal to some divergence in conception of the object between documents and some approximations when compared to the theory which support such analysis. In conclusive terms we can infer that a kid as a cultural subject, who has contact with written culture since they were born must reaffirm the contact in Infant Education. The care with the treatment of written language on kids in pre-school, however, needs much theoretical clarity by the teacher‟s part.