A linguagem oral e a constituição do conhecimento pela criança de cinco a seis anos no contexto da educação infantil

• Ano de defesa: 2020
• Autor(a) principal: Aguiar, Ana Rogéria de
• Orientador(a): Barbosa, Ivone Garcia
• Banca de defesa: Barbosa, Ivone Garcia, Melo, Keila Matida de, Silveira, Telma Aparecida Teles Martins, Rosa, Sandra Valéria Limonta
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Linguagem oral; Educação infantil; Conhecimentos
• Palavras-chave em Inglês: Oral language; Preschool children; Knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11210

The present doctoral thesis entitled “Oral language and the process of constitution of knowledge by children aged five to six years in the context of Early Childhood Education” is a subproject of the research “Public policies and childhood education in Goiás: history, conceptions , projects and practices ”, which is carried out by the Center for Childhood Studies and Research and its Education in Different Contexts , from the Faculty of Education/UFG is also linked to the line of research Training, Teacher Professionalization and Educational Work, of the Graduate Program in Education, Faculty of Education, Federal University of Goiás. It had as research problem the investigation about the process of appropriation of oral language and the constitution of knowledge by children in the preschool context. To develop our research, we chose a qualitative methodology of data construction and used ethnography elements in the educational context. In order to establish coherence with the theoretical foundations that underlie this work, the developed methodological approach used the historical materialist approach to understand the real concrete and, in the face of existing contradictions, to be able to make the concrete-abstract-concrete relationship, as stated by Marx (2003). To understand the relationships of the object of study and its multiple determinations, we sought theorists from the socio-historical-dialectic perspective to develop our analyzes and discuss the relationship between thought and language, with the Soviet authors Vygotsky (2001), Bakhtin (2014) and Luria (1990) presented us with contributions to think of language as a constituent category of the human being, which is learned in the relationship with the other, which is essential in the process of appropriation of the knowledge historically constructed by humanity. Regarding the stages of conducting the research, these occurred in simultaneous and articulated ways, being an empirical stage (observation and participation), a bibliographic survey stage, document analysis, data analysis and writing of the thesis text. The field of realization of the empirical stage was a CMEI located in the municipality of Trindade-GO, in a preschool class with children from five to six years old. The theoretical dialogue we conducted pointed to the need to consider oral language as a category of knowledge that should be mediated and worked on intentionally by early childhood education institutions. In this sense, we affirm that the mastery of this knowledge, on the part of the teachers, becomes basic in the process of learning and development of the children.