Alternative Communication and the effects of networks in the constitution of language and in inclusive educational practices
DOI:
https://doi.org/10.4013/edu.2012.161.2576Abstract
The article discusses the results of a survey carried out in kindergarten schools that aimed to check whether the teachers’ pedagogical practice contributes to the development of oral and written language in terms of the appropriation of cultured language and the formation of readers. We tried to see whether the educators intend to propose activities related to oral and written language in order to promote the children’s development in this area of knowledge. As theoretical support for the research, we used documents and laws, authors as: Abramovich (1995), Sampaio (2000), Arce and Martins (2007), Faria and Salles Dias (2007) Placco and Silva (2008), and others. For the data collection we used a technique of systematic observation of the teaching practice of three teachers who work in public kindergarten schools. The overall results indicated that the practice of these teachers, in general, does not comply with what is recommended by official documents on childhood education and by the literature of the area. So, such results lead us to others concerns and inquiries about this topic.
Key words: language, teaching practice, kindergarten.
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