Mediação de leitura literária na primeira infância : um olhar sobre a prática docente na educação infantil

• Ano de defesa: 2024
• Autor(a) principal: Perinelli, Joseany Lunguinho Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Programa de Pós-Graduação em Letras; UFPB
• Palavras-chave em Português: Educação infantil; Leitura literária; Mediação docente; Práticas de leitura; Primeira infância; Child education; Literary reading; Teacher mediation; Reading activities; Early childhood; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32918

The first experiences with the language happen early for the babies and the children. By lullabies, adults talking and the stories that are told since their babyhood, it all make them experience literature. This way, the literary universe’s presence on the kid´s daily basis happens to enhance emotional, cognitive, and social development. Therefore, on the early ages of the child, the reading habit rises, as well, it contributes to achieving future skills. However, on the last decades we have watched a growth in academic researches that take aim on early childhood literature. By considering the literary texts exercises on child education, as an ideal moment to introduce them the literature, it makes us wonder the fundamental place of the teacher in this action. In this direction, this current dissertation takes place, titled: Early childhood literary reading mediation: a look about the teacher’s practice on child education. An exploratory type applied research with qualitative approach, in which presents itself as a thread to look back about the means in which literary reading mediation happens on daily basis of education centers. To answer the main goal, we dictate four specific ones: i) to know, by bibliographic research, the specifics of literary reading on child education and the theoretical basis which involves mediation concepts; ii) to investigate, by observations, the methodological procedures and the resources used by teachers to mediate literary reading with children. iii) to understand the literature concepts, literary reading, mediation and reader’s development that are the north star of teacher’s habits, by using questionnaire and structured and semi-structured interview; iv) to verify the proposed goals, by teachers, for the literary reading activities applied on children, observing how the literature is inserted on the school’s daily basis. To achieve all that, we adopted as methodological path, the using of bibliographic and field research, that took place in a public institution of child education in the city of João Pessoa/PB. About the research’s tools, were used: a direct observation with field diary as record tool of the data collected, the quiz and the interview as a main method. The theoretical contribution of this investigation share parallels with the studies of Abramovich (2009), Bajard (2016), Bakhtin (1997), Candido (2017), Colomer (2009, 2017), Corsino (2010), Costa (2013), Freire (1987, 1989, 1996), Girotto e Souza (2016), Kuhlman Jr. (2007), Martins (1997), Núcleo Ciência Pela Infância (2014), Rasteli (2013), Reyes (2010, 2014, 2016, 2017), Vigotsky (2005, 2007, 2010), among other authors who study the subjects described on this study. The collected data show the necessity of investing in teacher’s training who work on child education in the municipal system, mainly on child literature’s basic goal which is to entertain, as it is noticed that the teachers have the understanding about the importance of literary reading on kids’s development, it is still common the use of literary reading for pedagogical purposes.