Leitura interativa na educação infantil: reflexões no contexto do estágio supervisionado

Abstract

The work presents the experience lived in a Municipal Center for Early Childhood Education (CMEI), located in the North Zone of Natal-RN, in the semester 2019.2, in a class of level IV (preschool). It aims to analyze the contributions of interactions with reading in Early Childhood Education. To carry out the study, I made a selection of the experience of an unsupervised internship, which aroused my interest in expanding my knowledge about interactive reading. The study is characterized as a qualitative, bibliographical and exploratory research. In the construction of the data, I resorted to the observation records described in the internship report, photos/images, survey of readings of references in the area of Early Childhood Education. To discuss the theme, I bring some authors as a theoretical reference, among them Brasil (2009, 2018), Corsário (2011), Soarez, (1998), Zilberman (2003); Amarilha (2002), Azevedo (2020). Data analysis points out that in the context of the CMEI, in practices with oral language, literary reading and writing, the proposition of collaborative/participatory reading, collective reading, use of objects and exploration of the environment stand out. This allows interaction between children, with books/reading, with teachers and in different times and spaces. Children add objects, create scenarios, develop their imagination in reading and storytelling. It awakens the pleasure of reading, active participation, being protagonists in the construction of knowledge. Given the working conditions at the CMEI, the teacher's commitment to promoting literary experiences stands out, since there is little collection of books at the institution. Knowing the interaction strategies in reading, showing how interactive, playful reading can be in early childhood education. The analyzes indicate several studies focused on literacy and few studies focused on understanding literacy, requiring more investments and research in teacher training. The contribution of initial training with the internship makes it possible to understand the challenges that teachers face in their work, to learn about the organization of pedagogical work with pleasant experiences for children, and the need for investments to promote quality education . From the perspective of a society that can be critical and emancipatory, showing that reading goes beyond the simple act of reading.