Banca de DEFESA: FERNANDA RAFAELLA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FERNANDA RAFAELLA DA SILVA
DATE: 21/05/2021
TIME: 14:00
LOCAL: Sala do google meet
TITLE:

Orality in Early Childhood Education: from theoretical tracks to reflections on teaching knowledge

KEY WORDS:

Keywords: Early Childhood Education; Teaching orality; Teaching knowledge

PAGES: 96
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

 

ABSTRACT

This work entitled: Orality in Early Childhood Education: from theoretical tracks to reflections on teaching knowledge aimed to analyze the reflections of teaching knowledge in oral teaching practices present in the speeches of two teachers of Early Childhood Education. Therefore, it starts with the following research question: how do the teaching knowledge reflect on the teaching practices of orality in Early Childhood Education? The study is based on the main theorists on language such as: Bakhtin (2011); Volóchinov (2017); and Vygotsky (1993, 2007) to deal with the studies of language and Tardif, Lessard and Lahaye, (1991); Tardif (2002) to deal with the formation of teaching knowledge. It is a qualitative research (LUDKE; ANDRE, 2013) of the case study type (CHIZZOTTI, 2000; YIN, 2015). To carry out the research, we used an instrument for data collection, such as: online questionnaire and interviews recorded and transcribed from the teachers' speeches. For data analysis we rely on Bakhtinian dialogism as the basis for approaching the categories of analysis: responsive-active action (BAKHTIN, 2011) and Cotejo (BAKHTIN, 2011). The preliminary results reveal that the teachers' knowledge about the teaching of orality in Early Childhood Education is plural knowledge (TARDIF, 2002). The teachers demonstrate that they consider the role of language in children's cognitive development important and reveal in their discourses that they work with orality in Early Childhood Education based on a discursive perspective, whose dialogical interaction from the texts read, generates a responsive attitude in children to respond actively to the statements of others. However, the teaching of oral language is limited to reading and discursive interaction based on reading short stories, which demonstrates the need for training in the teaching of orality in Early Childhood Education.

BANKING MEMBERS:
Presidente - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Interna - 2346585 - YANA LISS SOARES GOMES
Externa à Instituição - JENAICE ISRAEL FERRO - UNEAL