ENTRE O DITO E O NÃO DITO

Percepções e prática com leitura-escrita na pré-escola

Abstract

This article understands that reading-writing is often an activity that occupies a large part of the work with preschool children. Considering that it is a topic that still generates controversies and contradictions in the area, this research sought to verify the tension around the work with reading-writing in preschool through the perceptions and practice of a teacher. For this, we traced a path of analysis that begins with life experiences and leads to the collective structures that formed the teacher's perceptions and how she has been practicing reading-writing in the activity room. There is direct dialogue with precursors of the Historical-Cultural Theory. Data production was based on non-participant observation and interviews inspired by the recurrent model. The records were made in a field diary, filming and photographs, later analyzed with the support of the evidentiary paradigm. The data reveal the predominance of everyday knowledge over pedagogical practice with reading and writing in the analyzed class. We noticed that the spaces and moments of the routine in which the reading-writing appeared more frequently were strictly limited to the interior of the activity room. We also notet that the factors that generated tension in the teacher's reports and actions, regarding the theme of this study, were related to the basis of her training and were maintained by the prevalence of knowledge arising from fragile interpretations, inherent to different pedagogical trends and present in everyday school life.