Práticas de leitura literária e mediação docente na educação infantil

Abstract

This research considers reading as a process in which the reader acts as an active subject, a meaning maker, for the understanding of the text, interrelating their prior knowledge and playing a fundamental role in bridging cultural understanding, while constructing and transforming their relationship with the world, others, and themselves. Based on this, it is assumed that literary reading is an essential practice for the development of readers and reading comprehension, as it enables and stimulates curiosity, creativity, expressiveness, and also contributes to the development of the collective imagination. Therefore, activities and mediations through literary reading in schools can promote the child’s holistic development, as well as provoke reactions and interactions between the child reader and the narrative they heard, as long as the relationship between the reader and the text is meaningful. Literary reading is viewed as an essential activity in both the social and educational context, serving as one of the fundamental actions for school curricula, particularly in Early Childhood Education. This research has the general objective of analyzing teacher mediation actions in literary reading activities in Early Childhood Education, with the goal of understanding how reading practices are designed and developed with young children. To achieve this, a field research was conducted with a qualitative approach, using observation and field diary records as data collection tools to document the reading mediation actions of four teachers working in Early Childhood Education with 5 and 6-year-old children at a school located in a city in the Campo das Vertentes region, Minas Gerais. To guide the analysis of the collected data, support was sought from the studies of Cosson (2007; 2016; 2019) and Paulino (2014) on literary reading and literary literacy; Koch and Elias (2011), Martins (2006), Soares (2001) on reading; and Bajour (2012), Colomer (2003), Cerrillo (2004), Petit (2008) on reading mediation, among other authors who discuss the topic. Based on the reflective analysis of the activities, it is concluded that, as part of the requirements for the Master's degree in the Professional Master's Program in Education at the Federal University of Lavras, an educational product was presented: the implementation of a workshop for undergraduate students in Pedagogy on literary reading activities and reading mediation.