THE WRITTEN LANGUANGE IN PRE SCHOOL BY THE TEACHERS PERSPECTIVE

Abstract

This paper results from a masters degree research that had the general objective of knowing the interpretations that teachers of classes of 5 and 6 year old children make of official texts referring to written language in the public network of Rio Claro/SP. Aiming to comprehend the macro and micro context in which public politics are generated, we bring as methodological inspiration for this qualitative research the Policy cycle approach developed by Stephen Ball e Richard Bowe, introduced in Brazil by the researcher Jefferson Mainardes (2006a, 2006b). The three contexts originally proposed by the authors (context of influence, context of text production and context of practice) support both the production and the research data analysis. In this sense, it was possible to identify four different interpretations about the pedagogical work with written language developed with children that frequent the last year of child education, which led us to reflect about the influence of social context, experiences and conceptions of the teachers' exerts on their practice in the classroom.