Projeto institucional de leitura na educação infantil : da idealização à efetivação das práticas literárias

Abstract

The abstract should contain representative words of the work content, located below the abstract, separated by two spaces, preceded by the keyword expression. These representative words are spelled with the first letter lowercase, separated by semicolon. Early Childhood Education, particularly within the stage of Basic Education, is centered on providing children with diverse and meaningful experiences. In this sense, pedagogical work is required that stimulates the different fields of experience proposed by the National Common Curricular Base (BNCC), including language, in order to foster children’s ability to express themselves, interact with written materials, and engage in literary practices. Thus, written culture becomes part of the educational process, which calls for didactic-pedagogical actions that are more closely integrated with children’s social contexts. Therefore, understanding how teachers have been providing reading experiences for children can contribute to formative actions related to literary education. Based on these assumptions, this study aimed to investigate the institutional project of literary practices developed in Early Childhood Education within a municipal school system, from the perspective of the teachers who designed the project and those who implemented reading activities with children. To this end, a qualitative field research approach was adopted, using two data production instruments: semi-structured interviews with coordinators who designed the reading projects and the application of a questionnaire via Google Forms to teachers from the municipal school system of a city in the southern region of Minas Gerais, who work in preschool. The aim was to identify their perceptions and understandings regarding their knowledge of the reading proposals and the forms of knowledge that support teacher training in literary education. The research is grounded in the studies of Rildo Cosson (2014) on literary reading; Cecília Bajour (2012) on the development of reading comprehension; and Mônica Baptista (2022) on reading in Early Childhood Education. The analysis indicates that the reading practices developed contribute to children’s literary development and reveal both strengths and challenges. The results give visibility to the actions carried out in schools and highlight the need to strengthen teacher education and the conditions for implementing reading projects. As an Educational Product, a workshop on the theme of literary reading in Early Childhood Education was conducted, based on the studies carried out and aimed at students of the Pedagogy course, with the objective of enhancing teachers’ literary education.