Formação docente e práticas pedagógicas na educação infantil: o LEEI e o processo de apropriação da leitura e da escrita

Abstract

This thesis, affiliated with the Graduate Program in Education at the Federal University of Uberlândia (PPGED/UFU), is situated within the field of literacy, literature, reading, and writing in Early Childhood Education. This qualitative study, conducted between 2023 and 2026, aimed to analyze the constitution of pedagogical reading and writing practices in Early Childhood Education. Specifically, the research examined the relationships between the continuing education experienced in the Reading and Writing in Early Childhood Education Program (LEEI) – developed under the Compromisso Criança Alfabetizada in 2024 – and the concrete conditions of teaching work in a preschool classroom (2nd period) at a federal public school in Uberlândia, state of Minas Gerais, Brazil. The study is grounded in the theoretical assumptions of Cultural-Historical Psychology (CHP), drawing particularly on the works of Vygotsky (2007, 2009a, 2009b), alongside contributions from the Philosophy of Language, emphasizing the reflections of Bakhtin (2003, 2016) and Volóchinov (2017, 2019). To achieve the proposed objectives, an intervention research design was employed, wherein the researcher simultaneously acted as the classroom teacher. The investigation sought to analyze how the formative processes experienced within the LEEI relate to the pedagogical practices implemented with the children, as well as to understand how such practices are constituted in everyday school life. These pedagogical practices were structured around axes articulating literature, written language, and the children’s cultural experiences. Data were generated within the context of the intervention research through interactions between the teacher-researcher and the children, utilizing participant observation, field diaries, and photographic records. The results demonstrate that pedagogical practices can foster children's engagement in appropriating reading and writing as cultural practices, provided they are mediated by specific pedagogical conditions. Furthermore, the analyses indicate that continuing education within the LEEI framework potentiates the reconfiguration of pedagogical practices, favoring the appropriation of reading and writing as cultural acts. However, these processes do not unfold linearly; rather, they are permeated by contradictions between the program’s formative principles and the historical and social conditions that structure teaching work in Early Childhood Education.