Saberes que perpassam a formação docente na prática da leitura de literatura na educação infantil

Abstract

The basic objective of this study is to search for lots of knowledge that justify the literary reading practices develop by early childhood education teachers, analyzing how this knwoledge copes with his teacher formation. Based on authors as Candido (2023), Abramovich (1989), Graves and Graves (1995), Tardif (2014), and so many others, the study started from the aspects observed in the school context of a private educational institution, localizated in the city of Parnamirim/RN. The concerns that emerged everyday, boosted the achievement of a formation with the teaching team that had the purpose of understanding how the teachers select and mesure the literary works. From this beginning observation, this study sought to deepen the reflexion about the knowledge that guide such practices, considering the role of inicial training on the develoment of teacher knowledge oriented towards literary reading.The qualitative research involved semi-structured interviews conducted with six female teachers that make up the teacher team of the institution above related. The analysis of participants’ speeches showed weakness in inicial training on the teachers with regard to child’s literature, as well as the absense of references that support their practices. In this context, the research increases the requirement of a continuous and intentional teacher training, that value the literature as an art and recognize its fundamental role on child development.