A criança e o desenvolvimento da linguagem: um olhar para as práticas educativas com a leitura literária

Abstract

When considering language as a qualitative leap determinant of human psyche and one of the most important means for the child to internalize the social meanings of culture, we describe the process of language comprehension, from episodes of reading activities of children's literature books. From this perspective, we present the results of a research of scientific initiation, funded by FAPEMIG, which aimed to understand how reading comprehension was present in the utterances of children, in order to reflect on language as an intrapsychic process that goes from the interpersonal plan to the Intrapessoal, in a verbal interaction movement, from dialogical situations resulting from the reading wheels with children from early childhood education. For the accomplishment of the study, we assumed as a methodological proposal a qualitative research approach, exploratory, taking as investigative procedure the observation and description of dialogues situations in asymmetric (adult-child) and symmetrical (child-child) relationships constructed among children aged 3 to 5 years, performed in three classes of early childhood education, being two municipal schools and a nucleus of childhood education, of the Federal network, institutions located in Campo das Vertentes, Minas Gerais. The results indicate that the teacher's mediation becomes fundamental for the development of language and the process of reading comprehension.