Contribuições das múltiplas linguagens nos processos de ensino e de aprendizagem da língua escrita na pré-escola

Abstract

This research explores the utilization of the Reggio Emilia approach regarding multiple languages to aid the processes of teaching and learning written language, emphasizing the plurality of languages instead of traditional literacy methods. According to Malaguzzi (1999, 2016, 2017); Edwards, Gandini, and Forman (1999, 2016); Vechi (2017); Rinaldi (1999, 2014, 2021), and Hoyuelos (2020a, 2020b, 2021), the discursive interactions of children in multiple languages allow them to navigate both oral and written modalities. The aim is to broaden the conception of methodologies contributing to written language learning in preschool. The goal is to investigate how the Reggio Emilia approach, interpreted here as "multiple languages," contributes to developing written language in Early Childhood Education, specifically preschool. The theoretical framework draws on linguistics contributions to literacy (Soares, 2016, 2020), a sociocultural perspective on literacy with a constructivist basis by Ferreiro and Teberosky (1999), and constructivist-interactionist theories of Vigotski (1998a, 1998b, 1998c, 2009, 2014). It also aligns with interactive perspectives, particularly the works of Smolka (1993, 2017), Bakhtin (1997, 2006), Mortatti (2000a, 2000b, 2007, 2019a), Goulart (2014, 2016, 2020), Geraldi (2011), Marcuschi (2007), and Soares (2009a, 2009b, 2015, 2020). This study adopts a bibliographic and document analysis approach as per Cellard (2008) and Lüdke e André (1986), focusing on the analysis of written language teaching and the presence of multiple languages in the textbook. After exploring the literature, it was observed that the provision of textbooks for preschool children limited pedagogical practices to literacy and numeracy content, as proposed in the National Literacy Policy (Brazil, 2019), diverging from the proposals of the Common National Common Curricular Base for Early Childhood Education (Brazil, 2017). The textbooks did not adequately incorporate multiple languages. However, written language instruction in textbooks is mainly tied to traditional literacy methods such as alphabet memorization, word copying, and letter sounds. In conclusion, multiple languages could be present in preschool to facilitate learning written language and mathematics, but also other languages relevant to developing discursive practices involving interactions between subjects and language, valuing text, oral communication, writing, and life. [resumo fornecido pelo autor]