Educação infantil e o ensino do sistema de escrita alfabética: um estudo sobre os livros didáticos

Abstract

Textbooks have been introduced in early childhood education (EI) in some municipal networks without any kind of evaluation, with the defense that they allow greater clarity regarding the content to be taught; help low quality teachers in their training; allow parents access to what is being taught to their children in school. Given the above, we set as a general objective for the research, analyze the textbooks aimed at the last of early childhood education and their contributions to the process of teaching learning reading and writing. We aim to establish relationship between the proposal adopted in the activities that the work presented and the axis of written language required in the official documents. The research is characterized as being of a qualitative nature (MINAYO, 2009). We conducted documentary analysis of EI's last year's Collection, “Discover and Learn”. For data analysis we based on the Content Analysis proposed by Bardin (1977). The textbook (LD) presents different proposals for the acquisition of SEA, prioritizing texts that explore the sound extract of the language. However, with few proposals involving phonological analysis work. The work brings suggestions directed to the teacher, with alternatives and approaches to the planning of the class. The ML suggests some proposals involving play, guesswork and games, but these activities do not happen systematically. Thus, we realize that the proposed activities created few possibilities for children to learn about the language in a pleasant and reflective way (cf. BRANDÃO and LEAL, 2010). We argue that the PNLD should carry out an assessment of the didactic resources aimed at early childhood education that are adopted in the public schools of our country. We consider it important to develop research that encourages reflection, and if indeed, the textbook should circulate in the education classes.