A pesquisa como princípio educativo no desenvolvimento das linguagens nos anos iniciais do ensino fundamental

Abstract

This study discussed research in the classroom and its consolidation as a curriculum development mechanism and educational principle. The focus of the analysis was the practice of research in the Early Years of Elementary School and how this resource can help in the development of different language practices worked on in this stage of basic education - reading, writing, speaking. The central issue was thus described: what perceptions and research actions in the classroom are developed by teachers in the Early Years of Elementary Education in schools in Sananduva that contribute to the development of languages? The main objective was to investigate the development of research in the classroom of public schools in the municipality of Sananduva, State of Rio Grande do Sul and its contribution to the development of language practices. We sought to highlight the importance of research in school practice as a possibility of reinventing pedagogical work; understanding school and research as a possible meeting, accessible from the first years of elementary school. We tried to emphasize the importance of research as a strategy for building meaningful learning, proposing teacher training or an indication of the characteristics of a research student. The methodology involved conducting bibliographic and field research, of an exploratory and qualitative nature, developed through action research. The research context was the municipality of Sananduva, especially the municipal and state public schools. The sample corresponded to all teachers who work in the 4th year of Elementary School, and data collection was carried out with the application of a questionnaire via Google Forms. Data were analyzed from discursive textuality. Based on the results, it was observed that there is still a predominance of the traditional approach in the pedagogical practice of the teachers participating in the research, but other strategies are developed, including research ones, which reflect positively on student learning and the development of skills and abilities about the languages. The objective of the teachers is highlighted so that the classes become moments of motivation and curiosity, leading to engagement and cooperation on the part of the students so that they are protagonists in the construction of their knowledge. The conclusion is that making research an educational principle leads the teaching process to a more effective participation of students, in addition to impacting all dimensions of language (orality, reading/listening, writing and textual production), which will reflect positively in learning throughout basic education. The final product of the research was the presentation of a teaching training/action proposal, built from the results obtained and with the purpose of expanding the use of research as a pedagogical strategy in classrooms in the early years.