Curso leitura e escrita na educação infantil - edição 2021/2022: análises, reflexões e possíveis reverberações na prática pedagógica

Abstract

The general objective of this research was to investigate how teachers from an Early Childhood Education school in Belo Horizonte, MG, who graduated from the Reading and Writing in Early Childhood Education Course - 2021-2022 edition, evaluated the repercussions of this course in their pedagogical practices aimed at expanding children's experiences with oral and written languages. To this end, a case study was carried out with the application of an online questionnaire and semi-structured interviews in small groups. The theoretical foundation was based on the course's teaching material, the Reading and Writing in Early Childhood Education Collection (Brazil, 2016), on the contributions of Vygotsky's historical-cultural theory and on Bakhtin's dialogical perspective. The concept of Professional Teacher Development was based on Freire, (1997, 2015); Diniz-Pereira, (2009, 2010); Marcelo, (2009) and the reflection on the constitution of the identity of Early Childhood Education teachers (Oliveira-Formosinho, 2002, 2016 and Cruz, 2017) were fundamental concepts for the investigative processes. . The analyses of the participants' narratives revealed that the LEEI course, 2021/2022 edition, was significant for most of them, mainly because it contributed to the change in the way teachers saw children and Early Childhood Education. We consider that this reverberation was the most important, because it recognized children, conceived as subjects of rights and beings in constant development. The perspective of children's right to written culture favored the construction of mediation strategies and more careful observation of children's interactions. As an Educational Resource, a material was created aimed at training Early Childhood Education teachers, in the format of a virtual notebook containing perceptions of the interviewed teachers about their experience with LEEI, reports of social reading and writing practices carried out by them, considered consistent with the concepts of the course and the reality of EMEI. In addition, it includes suggestions for expanding the repertoire of oral literature.