Acervos e práticas de/com a literatura na educação infantil

Abstract

This Master's Thesis aimed to analyze the constitution of literary collections and pedagogical practices developed in Early Childhood Education institutions with a view to promoting interactions between children and literature according to teachers who carry them out. In this sense, during the investigation process, we defend that: a) literature as a cultural practice present in all times and societies and a work of artlanguage that enables fundamental experiences for our formation as human-social subjects; b) collections as a space for interaction, (re)signification, appropriation and cultural production, which need to consider, in addition to diversity, the literary quality of the works, aiming at expanding children's experiences; and c) pedagogical practices as possibilities of mediation and of encounters and relationships between subjects and objects of knowledge. Thus, we understand that the relationship between children and literature is relevant to their development, as it provides opportunities to experience fantasy, playfulness, language, thought, cognition, affection, freedom and to be guaranteed throughout the schooling process. , especially in the context of Early Childhood Education. Thus, the study sought to answer the question: how are the literary collections (in terms of quantity and quality) and the pedagogical practices that promote the interaction of children with works of literature in the context of Kindergarten? Given the nature of our object of analysis, we adopted a qualitative investigation approach, based on socio-historical methodological contributions from the contributions of Vigotski (2007) and Bakhtin (2011) on research in Human Sciences, understanding that the processes that involve human relationships are complex and the researcher assumes the role of participant of/in the investigated context and needs to be aware of the meanings that other co-participating subjects attribute to the object under study, which is, in turn, the production of these same subjects in their daily relationships . We defined as an empirical field a Municipal Center for Early Childhood Education (CMEI) located in Natal/RN and as research subjects teachers from different groups of children, the reading mediator and the principal. Our data were built through observation and survey of the existing collection at the institution, interviews and a questionnaire to characterize the school. . We believe that the reality reported by the teachers about the practices developed point to a strong mobilization of the researched CMEI to provide interaction between children (and the school community) and the literature, through different strategies, a practice that has been consolidated throughout the history of the institution. In this sense, the school has a wide and diversified literary collection and seeks to organize different times and spaces that invite subjects to explore and interact with books, either permanently or by temporary installations, spreading the works from the collection in different environments, creating a “reading station”. We emphasize the importance of public policies aimed at the assessment, acquisition and distribution of literature books, continuing education of teachers and the organization of fixed and invented times and spaces, encounters and disagreements with reading, in child care centers.