Diálogos entre a linguística aplicada e a pedagogia: uma proposta pedagógica de ensino de fábula na educação infantil

Abstract

The school is a place of human formation that must prioritize different languages and the integral development of students, whether in the social, emotional, physical and intellectual dimensions. From this perspective, we emphasize that this work aimed to present a linguistic study, focused on reflection on the areas of knowledge pedagogy and Applied Linguistics, in addition, we sought with the research to answer the problem question that motivated our study: is it possible to correlate knowledge from the area of Applied Linguistics, with the area of pedagogy to improve the training of pedagogues who are working with literacy practices in Early Childhood Education? And, as a working hypothesis, we assume that the linguistic knowledge for teaching activities of a professional licensed in pedagogy can provide opportunities for better literacy practices and, consequently, will expand students' learning. We understand that, to fulfill this purpose, we need to establish the objectives to be achieved and, therefore, we present as a general objective: to reflect on the importance of AL in the teaching training of pedagogical teachers who work in EI. To this end, we have specific objectives: to describe the curricular composition of the pedagogy course at the Federal University of Paraíba, to identify the difficulties encountered by teachers in literacy practices based on working with the fable genre to develop the linguistic (oral) skills of children. Furthermore, we propose intervention through the production of a Pedagogical Guide with reading practices involving the fable genre for teaching. And, to meet the objectives, we base this work in the light of some educational and linguistic theorists who discuss and analyze issues about literacy and language acquisition, such as: Soares (2020) and Kleiman (1995), who deals with the importance of working with literacy practices involving different types of textual genres in the classroom, Vygotsky, who brought us an understanding of child development based on language and social interaction, Bakhtin (2011) with the theory of dialogism, Cosson (2021) which has studies focused on how to work with literature in the classroom, and finally, we have normative documents such as the Curricular Guidelines, Education Guidelines and Bases Law (LDB, 9394/96) and the National Common Curricular Base (BNCC, 2018), among others. Regarding the choice of methodology, it is a qualitative and qualitative research, of an Applied nature, in terms of its objective, it is descriptive and exploratory. Regarding technical procedures, we applied a semi-structured questionnaire to the pedagogues and with this, we were able to identify within the analyzes the teachers' conception regarding language and how the work involving literacy practices is done within the classroom with pre-school students. school. Thus, through analysis, we developed the intervention proposal that culminated in the product Pedagogical guide: reading practices based on the fable textual genre.