Ler é poder saber o que a gente não sabe: sentidos da leitura para crianças da educação infantil

Abstract

This argumentative text aims to analyze meanings attributed to reading for children in the context of early childhood education and thematizes issues concerning children, reading and Early Childhood Education. Its development was guided by the following assumptions: a) the child as a subject capable of producing in conditions of interaction and mediation, own / unique way in relation to objects and cultural practices; b) Reading as a cultural practice material present in the lives of children; c) the place of reading in kindergarten. The research seeks to answer the question that way reading takes for children in the context of early childhood education? The study took as theoretical and methodological contributions, the principles of qualitative approach and LS Vygotsky propositions about human processes and M. Bakhtin for Research in the Humanities, in which you need to consider: that the studies deal, not objects data, but processes in permanent change, made in mediation relationships that need to be learned; both the object, such as your understanding, are discursive productions are texts; the researcher and the researched subjects are interacting; knowledge is co-constructed. The research involved the following methodological procedures: observation sessions semi-participative type and group and individual interviews semistructured type. The study was developed in an Early Childhood Education institution from public Natal, RN - Municipal Center for Child Education - and had as subjects participants, children aged around five years and the teacher of a class IV level. The construction and analysis / interpretation of the data indicate that: children have in the researched context, possibilities of interaction with the writing and testing of reading, even though they know not read conventionally, in diverse and significant situations, which experience through play and with relative autonomy; children produce / express multiple meanings in relation to reading, systematized in center-axis directions: 1) Read as / activity for a future time; 2) Read as an adult activity; 3) Read and appropriation of knowledge and power; 4) Read as an activity that crosses spaces; 5) Read and pleasure activity; 6) Read as a school activity. The analysis of the speeches of children and the systematization of the "center-axis" of meanings points to the important place that cultural practice in their contexts of life and, especially, the school; the possibilities of children as subjects of culture producers and participants of the contexts in which they live; the need for their ways of thinking and mean reading are considered in the reinterpretation of the relevant practices of reading in the context of early childhood education.