A interação verbal entre professoras e crianças de educação infantil: um encontro com a palavra

Abstract

In pedagogic experiences, children are challenged to discover the world; they live and seek in and with adults the references to learn and consolidate knowledge, among them the mastery of language. With the process of universalizing the education of children under six years old, the production of a pedagogic process that is respectful of childhood is concomitantly expected. This thesis was developed in order to contribute to this process. It is situated among works that address the topic of verbal interaction between teachers andchildren in child education. The research process that originated the work aimed to investigate in situations of verbal interaction among the subjects, what and from where are the devices activated so that some situations work with/over others for/with/on the language. The study is based on the theoretical and methodological principles in the historical, cultural, and socio-discursive fields, especially the ones produced by Bakhtin/Volochínov (2014), Bakhtin (2011), Vigotski (1991-1995-1998), and Bronckart (1999-2008), aiming to reaffirm the relevance and analytical productivity of conceptions and concepts of language, dialogue, verbal interaction, and language action created in the scope of such theories. This qualitative investigation is based on the precepts of educational ethnographic research and takes on the production universe of five given classes of children aged 2 to 5 years at a public institution of child education in the city of Passo Fundo, RS, Brazil, and their respective teachers. The observation, developed from October 2014 to June 2015 and main research instrument, used photographs, field journal, and video recordings as forms of register. The analyses of materials that were exposed referenced by three episodes of verbal interaction constituted arguments in favor of verbal interaction as an instance of children's development, especially their language development, of child education institutions as spaces and times of knowledge appropriation by children through systematic and intentional language activities and actions, and finally, of the presence of devices in situations where children and teachers act with and on the language - resuming the word (MENDONÇA et al., 2014), the form of interaction (BRUNER, 1997), and guided participation (ROGOFF, 1998) -, which activate the conditions of possibilities for the mastery of the language that acts with/over itself and others for/with/on the language. Such devices are cultural actions produced by the teachers and learned by the children, and at the same time, potential actions subject to constitute elements of reflection in processes of initial and continued training of teachers.