Linguagens na educação infantil: crianças de 4-5 anos

Abstract

The present work aims to investigate the contribution that reading has in the process of teaching and learning of children from 4 to 5 years. As well as comparing the pedagogical practices used by teachers for teaching reading based on what guides RCNEI, still discuss the importance of reading early to the development process in its various aspects. It is a field research, observation and questionnaire carried out at the school made possible the analysis of the school's proposal on reading and pedagogical practice in this dimension. The research methodology was based on the qualitative approach based on the descriptive method; the formation of the citizen today is an indispensable thing, since it needs to follow the transformations before the social, political and economic environment. In this sense, the practice of reading is necessary for any citizen to enlarge the world view. Reason why the teacher has a role of mediator, to insert the child in this symbolic universe since the beginning of schooling. The mediator educator has the responsibility to create conditions for the child to construct his / her image of reader in the process of reading, but it is not enough, it is also the responsibility of parents to form a healthy habit of reading at home with their children. According to the National Curriculum Framework for Early Childhood Education (RCNEI), the process of learning to read in oral and written language should be understood as an important element for the child to expand the possibilities of insertion and participation in various social practices.