Leitura na educação infantil: um olhar sobre as representações sociais de professores da mesorregião de Piracicaba
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Data
2023-11-08
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo geral desta pesquisa é compreender quais são as representações sociais sobre leitura que os professores de Educação Infantil apresentam. Os objetivos específicos são: conhecer as representações sociais de professores de Educação Infantil sobre leitura; compreender a importância da leitura para o grupo investigado e verificar o repertório de leitura desse grupo. Trata-se de uma pesquisa baseada nos pressupostos da Teoria das Representações Sociais com enfoque de abordagem qualitativa. Considerando a importância do trabalho docente e o campo da Educação Infantil, primeira etapa da Educação Básica, a proposta consiste em apreender quais representações sobre leitura se configuram no universo dos 77 professores participantes da pesquisa. Metodologicamente, como instrumentos para levantamento de dados foram utilizados um questionário contendo questões fechadas e abertas e a evocação/associação de termos referentes ao foco da investigação. Os dados oriundos da pesquisa de campo foram categorizados, tendo como base a análise de conteúdo. A hipótese inicial era a de que os participantes representam o objeto investigado tanto a partir do conhecimento científico como dos saberes cotidianos, de modo que a maior parte não só compreende a importância da leitura como também se percebe como leitor. Tal perspectiva deriva da ideia de que a formação humana do professor que atua com crianças pequenas influencia no ensino ministrado a este público, principalmente no desenvolvimento e na formação de novos leitores e de seres humanos críticos. Os resultados demonstram que, para o grupo, as representações circulam entre universo reificado e universo consensual; conhecimento, prazer, aprendizado, imaginação, criatividade e comunicação são apontados como representações sociais para leitura.
The general objective of this research is to understand what social representations about reading Early Childhood Education teachers have. The specific objectives are: to understand the social representations of Early Childhood Education teachers about reading; to understand the importance of reading for the group investigated ; and to check the reading repertoire of the group. This research is based on the assumptions of the Theory of Social Representations with a qualitative approach. Considering the importance of teaching and the field of Early Childhood Education, the first stage of Basic Education, the proposal consists of understanding what representations configure the universe of the 77 teachers participating in the research, with regard to reading. Methodologically, a questionnaire containing closed and open questions as well as the evocation/association of terms referring to the focus of the investigation were used as instruments for data collection. Data from field research were categorized based on content analysis. The initial hypothesis was that the participants represent the object investigated from both scientific and everyday knowledge, so that most of them not only understand the importance of reading but also perceive themselves as readers. This perspective derives from the idea that the human training of teachers who work with young children influences the teaching provided to this audience, mainly in the development and training of new readers and critical human beings. The results demonstrate that, for the group, representations circulate between a reified universe and a consensual universe; knowledge, pleasure, learning, imagination, creativity and communication are highlighted as social representations for reading.
The general objective of this research is to understand what social representations about reading Early Childhood Education teachers have. The specific objectives are: to understand the social representations of Early Childhood Education teachers about reading; to understand the importance of reading for the group investigated ; and to check the reading repertoire of the group. This research is based on the assumptions of the Theory of Social Representations with a qualitative approach. Considering the importance of teaching and the field of Early Childhood Education, the first stage of Basic Education, the proposal consists of understanding what representations configure the universe of the 77 teachers participating in the research, with regard to reading. Methodologically, a questionnaire containing closed and open questions as well as the evocation/association of terms referring to the focus of the investigation were used as instruments for data collection. Data from field research were categorized based on content analysis. The initial hypothesis was that the participants represent the object investigated from both scientific and everyday knowledge, so that most of them not only understand the importance of reading but also perceive themselves as readers. This perspective derives from the idea that the human training of teachers who work with young children influences the teaching provided to this audience, mainly in the development and training of new readers and critical human beings. The results demonstrate that, for the group, representations circulate between a reified universe and a consensual universe; knowledge, pleasure, learning, imagination, creativity and communication are highlighted as social representations for reading.
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Representações sociais, Leitura, Docência, Educação infantil, Social representations, Reading, Teaching, Child education