Banca de DEFESA: DANIELLE CHRISTINE DE ANDRADE QUEIROZ CUNHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DANIELLE CHRISTINE DE ANDRADE QUEIROZ CUNHA
DATE: 28/08/2026
TIME: 14:00
LOCAL: Auditório 01 do NEPSA II
TITLE:

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KEY WORDS:

Early Childhood Education; Written Language; Textbook; Pedagogical Materials; Written Culture; Socio-Historical-Cultural Approach

PAGES: 172
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study investigates the conceptions and purposes that guide the use of textbooks and other materials in written language practices in Early Childhood Education. It is based on the assumption that pedagogical materials are not neutral, but rather embody conceptions of childhood, learning, language, and human development, directly influencing children's experiences and their participation in written culture. The research sought to answer the following question: what conceptions and purposes underlie the activities carried out with textbooks and other reading and writing materials in Early Childhood Education? The general objective was to analyze the conceptions and purposes underlying these practices, seeking to understand how the selection and use of pedagogical materials influence children's experiences with written culture. The study is grounded in the assumptions of the socio historical-cultural approach, particularly in the contributions of Lev Vygotsky to the understanding of learning and human development processes and of Mikhail Bakhtin to the understanding of language as a social, historical, and dialogical practice. Methodologically, this is a qualitative study conducted in a Municipal Early Childhood Education Center located in the metropolitan region of Natal, Rio Grande do Norte, Brazil, involving a preschool teacher responsible for a group of five-year-old children. Data were produced through direct observation of pedagogical practices, field notes, photographs, audio and video recordings, and analysis of the materials used in reading and writing activities. The analysis revealed the presence of different pedagogical materials, including children's literature books, games, posters, name cards, photocopied activities, teacher-produced materials, and textbooks. The findings were organized into two analytical axes: the first addresses the conceptions that guide reading and writing practices in the pedagogical routine, while the second examines the selection and use of textbooks and other materials employed in these practices. The findings revealed that textbooks and photocopied activities occupy a prominent place in a significant portion of children's experiences with written language, often associated with activities focused on the recognition of letters, syllables, and words, reflecting practices of a preparatory nature for Elementary Education. At the same time, the coexistence of practices that promote children's interaction with different materials and playful reading and writing experiences was observed. It is concluded that the selection and use of pedagogical materials are directly related to the conceptions that guide teaching practices and may either expand or restrict children's opportunities to participate in written culture. The study also revealed that the selection of pedagogical materials, often treated as a secondary aspect of educational planning, plays a decisive role in shaping children's experiences with written culture. Finally, the findings highlight the need to critically examine the use of textbooks and photocopied activities in Early Childhood Education. Strengthening contextualized pedagogical practices grounded in the socio-historical-cultural approach requires continuous teacher education processes that foster an understanding of pedagogical materials as cultural mediators and of reading and writing as social, cultural, and meaningful practices, thus ensuring children's right to experiences that respect their specific characteristics, their ways of learning, and their condition as historical, social, and cultural subjects.

COMMITTEE MEMBERS:
Externa à Instituição - ADRIANA FRANCISCA DE MEDEIROS - UFAM
Interna - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externa à Instituição - GABRIELA MEDEIROS NOGUEIRA - FURG
Externa ao Programa - 1717416 - JACYENE MELO DE OLIVEIRA ARAUJO - nullInterna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA