Práticas literárias na educação infantil: um olhar a partir dos princípios de Reggio Emilia

Abstract

This study aimed to analyze literary reading practices developed by Early Childhood Education teachers in light of the principles of the Reggio Emilia approach, seeking to understand to what extent such practices relate to its pedagogical foundations. The specific objectives were: to contextualize the Reggio Emilia pedagogical approach; to identify the principles that guide educational work related to literary reading; and to investigate how these practices are implemented in the institution studied. This is a field study with a qualitative, descriptive approach, conducted in a municipal public school that serves Early Childhood Education (preschool) and Elementary Education (Grades I and II), with the participation of three preschool teachers. Data were produced through narrative interviews with the teachers. The theoretical framework was grounded in studies on reading and literary reading (Martins, 2006; Paulino, 2006; Cosson, 2006; Bajour, 2012; Chambers, 2011) and in the principles of the Reggio Emilia approach (Malaguzzi, 1999; Rinaldi, 1999; Gandini, 1999; Edwards, 2011). Data analysis was organized into three thematic axes: (1) literary reading practices in preschool; (2) children’s protagonism and the organization of the learning environment; and (3) the Reggio Emilia approach and its relationship with pedagogical practice. The results indicate that the teachers promote reading activities that value pleasure, imagination, and children’s expression, using reading circles, puppets, and dramatizations. It was observed that the teachers respect children’s rhythms and interests and seek to design pedagogical proposals based on their curiosities.Despite the positive intentions and the care devoted to reading practices, no consistent alignment with the principles of the Reggio Emilia approach was observed. Children’s protagonism, the organization of the environment, and teacher mediation appear sporadically, but do not reflect the core conceptions of the approach. As an educational product, a continuing education course entitled “Reading as a Language in Early Childhood Education: A Reggio Emilia–Inspired Perspective” was developed for the participating Early Childhood Education teachers, with the possibility of expansion to other educators. The course aims to provide theoretical and practical support to foster critical reflection on pedagogical practice and to open pathways for a future alignment with the foundations of the Reggio Emilia approach.