Literary mediation practices in early childhood education

• Main Author: Goulart, Ilsa do Carmo Vieira
• Publication Date: 2025
• Other Authors: Costa, Larissa Carvalho
• Format: Article
• Language: por
• Source: Signo (Santa Cruz do Sul. Online)
• Download full: https://seer.unisc.br/index.php/signo/article/view/20241
• topic: Early childhood education; Literary mediation; Formation of readers; educação infantil; mediação literária; formação de leitores

Literary reading is seen as an essential activity in the social and school context, because it is a language practice that stimulates the imagination and sensitivity, and enables pedagogical actions that favor the formation of readers, especially with regard to Early Childhood Education. In view of this, this research assumes as a general objective to analyze actions of teacher reading mediation in literary reading activities in early childhood education, with the purpose of understanding how reading practices are thought and developed in the school context. For this, a field research was carried out, with a qualitative approach, which established as data collection instruments the observation and the registration in a field diary of the reading mediation actions of teachers working in Early Childhood Education. For data analysis, support is sought in studies of Bajour (2012), Colomer (2003, 2007, 2016) Goulart (2023), Petit (2009) on reading mediation, among other authors who discuss the theme. From the reflective analysis of the activities, it is concluded that the mediating action is essential to stimulate critical reflection, encourage dialogue on themes, characters and contexts. Literary mediation is related to the choice of books, the way of conducting questions about the text and interventions in relation to what children say about the text. Such actions allow exploring and expanding the possibilities of literary reading.