O nome próprio e suas contribuições para a alfabetização inicial

Abstract

Choosing a given name is one of the first decisions parents make regarding their children and often carries cultural, emotional and family meanings. As an essential element of identity, the name accompanies the child throughout their life. The main objective of this study was to analyze how pedagogical work with given names can be a powerful tool in the literacy process of young children, considering their linguistic, social and emotional aspects. The research, which used a qualitative approach, used participant observation and semi-structured interviews as the main data collection instruments. Three literacy teachers who work with children aged five to seven were interviewed in order to understand whether and how they use given names in their pedagogical practices. In addition, fourteen children were interviewed to investigate their perceptions about their own names. Observations were also carried out of activities such as diagnostic surveys, bingo with animal names and writing titles on the board. The results indicate that working with proper names contributes significantly to the literacy process, promoting reflection on the writing system, strengthening identity and providing significant learning.