Oralidade na educação infantil : das concepções teóricas à relação com os saberes docentes

Abstract

This study aimed to analyze the reflexes of teaching knowledge in oral teaching practices present in the speeches of Early Childhood Education teachers. Therefore, we start from the research question: how do the teaching knowledge reflect on the teaching practices of orality in Early Childhood Education? Our specific objectives were: 1) to understand how teachers work with orality in Early Childhood Education; 2) to verify the methodological strategies used by the teachers for the development of the children's orality; and 3) to identify the place of knowledge in the teaching of oral language. The study is based on theorists who discuss language in a discursive perspective such as: Bakhtin (2011); Volóchinov (2017); and Vygotsky (1993, 2007). In order to deal with the formation of Teaching Knowledge, we rely on Tardif, Lessard and Lahaye, (1991) and Tardif (2002, 2012). It is a qualitative investigation (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 from the teachers' speeches. For data analysis, we rely on Bakhtinian dialogism as a basis for addressing the categories of analysis: responsive-active action (BAKHTIN, 2011) and Cotejo (BAKHTIN, 2011). The results only reveal that the teachers' knowledge about the teaching of orality in Early Childhood Education is plural knowledge (TARDIF, 2002). Teachers demonstrate that they consider the role of language in children's cognitive development important and reveal in their speeches 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, from the data analysis, we found that the teaching of orality is limited to discursive interaction from the reading of stories, which demonstrates the need for training in the teaching of orality in Early Childhood Education.