Relato de práticas educativas no contexto de estágio na educação infantil: um olhar sobre a aprendizagem inicial da língua escrita

Abstract

This report on educational practices presents an excerpt from the training experience undergone during the compulsory curricular internship in Early Childhood Education, during the month of November 2022, in the level III-B class, in a Municipal Early Childhood Education Center, in Goianinha/RN. The report is qualitative and critical-reflective in nature, based on memories, field diary entries, observations and experiences during this internship, with theoretical support and reflection on action. The aim of this work is to report and reflect on the pedagogical practices in the Early Childhood Education internship regarding the initial learning of written language. The theoretical framework for this study includes Brandão and Girão (2021), Paiva (2023), Soares (2004; 2003), who research the learning of written language in Early Childhood Education based on intentional, meaningful pedagogical actions centered on children and their specificities; as well as Arteman and Vargas (2021), Melo and Corrêa (2013), Morais (2015; 2012), who address phonological awareness as a fundamental skill for the initial learning of written language. The aforementioned authors contribute to discussions about learning the written language, starting in Early Childhood Education, from experiences with games and activities that emphasize the playful dimension and interaction and reflection on the object of knowledge and with peers. Authors such as Ghedin (2009), Pimenta (1997) and Zabalza (2015) see the internship as a space for personal and professional training and a field of pedagogical knowledge about the reality of the educational process, through research and critical reflection, which combines theoretical and experiential knowledge. This report discusses the importance of developing phonological awareness in order for children in Early Childhood Education to learn the written language, through teaching practices that encourage their active, critical and reflective participation and that take them into account in an integral way, for effective and meaningful learning. It is also a subsidy for teacher training, especially as it is a theoretical-practical experience in the field. In addition, the internship experiences reported here have contributed to my personal and professional development by allowing me to act and reflect on my practice.