Letramento na educação infantil: um estudo sobre a produção textual no universo das crianças não-alfabetizadas

Abstract

The purpose of the present work is to demonstrate that children who were not taught how to read and write yet, but live in a very literate world, stimulated by the society in which they interact, are literate people, once they are used to, since their birth, living with letters by means of the most diverse kinds of text. We see litteraring as a product of the participation in the social environment and that, in modern urban societies, the absence of litterating does not exist, since it is impossible not to participate, in any way, in those activities. We researched the learning conditions of medium/high economic level children, aged between three and four years old in a big city like São Paulo. We selected oral texts created collectively in the classroom, which were transformed into written texts, in a retextualization process, based on the model proposed by Marcuschi (2001), respecting the initial content suggested by the children. The first method adopted was the transcription from sounds to graphic representations as a escriba by the teacher. Afterwards, the retextualization was initiated, with the adoption of a proceeding involving complex operations. We observed that the domain of the textual production evolved progressively in the pupils. In the first experiences the intervention of the teacher was more intense than the ones carried out at the end of the year. It was possible to evaluate the development of the textual activity of the children even though they were not taught to read