doctoralThesis
Potencialidades da poesia para a formação leitora na primeiríssima infância
Fecha
2022-02-24Registro en:
PEIXOTO, Simone Leite da Silva. Potencialidades da poesia para a formação leitora na primeiríssima infância. 2022. 214f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022.
Autor
Peixoto, Simone Leite da Silva
Resumen
The thesis Potential of poetry for reading education in early childhood aims to
investigate the receptive competence of very young children to read poems,
considering the sensitive nature of this verbal composition that contains sound, rhythm
and rhymes, in a Nursery class of a public institution of early childhood education in
the city of Natal-RN, Brazil. The presence of literature in the context of early childhood
education is fundamental in the construction of children's reading behavior. However,
when we propose to think about reading formation in early childhood in the daycare
context, it is essential to investigate how the interaction of very young children with
poetry reading occurs. In this sense, perceiving the child as someone who constructs
meanings and who, since babies, already evokes a potential language to give birth to
poetry, instigated us to question and investigate how the reception of poetry reading
by very young children happens in the context of Early Childhood Education. The
research is methodologically based on the qualitative approach with pedagogical
intervention, in which we defined as corpus of research the multiple languages
transcribed from 15 subjects, aged 1 to 2 years old, considering 20 reading sessions
held through 8 books of poems. The data analysis is done through the principles of
categorization and inference present in content analysis, in the thematic modality,
proposed by Bardin (2011). It is adopted as theoretical subsidies regarding the reading
formation (AMARILHA, 2012; 2013; 2016; COELHO, 2000; ZILBERMAN, 2005); about
poetry (KIRINUS, 2011; PAZ, 2012; PINHEIRO, 2018; POUND, 2013) and about
literature for very young children (PARRA, 2014; PARREIRAS, 2012; REYES, 2010;
SOUZA, 2018). The results point out that the children were attracted by the poetic text,
mainly for its differentiated construction, experiencing it with their senses, bodies and
emotions. The thesis evidences that working with poetry in the classroom contributes
to the formation of the imaginary, the symbolic, and creativity, and is potentially one of
the means of providing cognitive structures capable of favoring the development of
language and respecting the world of children, because very young children have a
peculiar way of perceiving the world.