Refletindo sobre aspectos das condições e modos de leitura de textos literários em uma escola pública de educação infantil

• Ano de defesa: 2011
• Autor(a) principal: Tendeiro, Gisele Recco [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Education; Early Childhood Education; Children's Literature; Educational Practices; Public Policy; Educação; Educação Infantil; Literatura Infantil; Desenvolvimento; Práticas Docentes; Políticas públicas
• Link de acesso: https://repositorio.unifesp.br/handle/11600/67957

This study investigates the practice of reading literary texts in a public school early childhood education, aimed to capture and explain and discuss aspects of conditions and ways of its realization. In their construction, presents, discusses and lists: contributions of historical and cultural aspects of psychology, emphasizing ideas of Vygotsky and some of his Brazilian commentators on human development as a historical process and culturally mediated social interaction as the locus of this development and mediation related to the central role assigned to language, here understood as constitutive activity of the subjects, the contributions of studies by researchers from the fields of history, linguistics and education, emphasizing the construction of the ideas of children, school and literature as well as literature child in relation with education. The research was conducted in a school for child education in the municipal school in Guarulhos (SP), from conducting semi-structured interviews with six teachers stage II and observation records of the activities of reading literary texts for children, these groups developed along with teachers. In the construction of the data highlights the understanding that conditions and ways of carrying out the practices of reading beyond the school context, the action of the school, the teachers and children, being under the contingency of social factors, for federal or municipal public policies of education, ways reflecting the historical and cultural significance in our society, literature and its uses.