Transição da educação infantil para os anos iniciais do ensino fundamental: concepções de leitura e de escrita em vídeos do Youtube

Abstract

This course completion work is a qualitative study analyzing videos in the Shorts category published on YouTube, aiming to understand the conceptions of reading and writing that circulate and are shared in videos the transition process from Early Childhood Education to the first year of Elementary School. This research was developed based on the descriptors “reading and writing activities in the transition to the 1st year”, having selected the ten most watched videos to compose the analysis. Considering YouTube as a space frequently used by teachers in the search for references and inspirations for their pedagogical practices, the study sought to problematize what conceptions of reading and writing are produced, shared and legitimized on these videos. For this, bibliographic research, state-of-the-knowledge research and documentary research were developed. The data analysis occurred through Bardin’s (1997) Content Analysis, from which two categories emerged: traditional conceptions about reading and writing and innovative conceptions about reading and writing. The results reveal the persistence of school-oriented and traditional practices, since eight of the ten analyzed videos were classified in the first category, characterized by the presence of mechanical, repetitive and decontextualized activities, that are disconnected from children’s cultural and social experiences. On the other hand, the second category, composed of two videos, reveals an alignment with practices that prioritize participation, proposing the use of everyday objects, movable letters and activities related to the child’s identity. In this way, it is highlighted the need to resignify the practices shared on Youtube, understanding the child as an active, capable and participatory subject of their learning processes, in order to provide an opportunity for a meaningful, welcoming and seamless transition between these stages. Aside from this, it is fundamental that teachers consider the context, the singularities and the interests of each class, using these videos as sources of inspiration, and not ready-made models to be replicated. Finally, it is evident the importance of continuing education programs addressing the transition as a theme to be constantly reflected upon and redefined, articulating them to the reading and writing practices.