Literatura infantil: concepções e práticas educativas de professoras de uma pré-escola na cidade de AURORA-CE.

Abstract

This course completion work presents a reflection on children's literature, taking into account conceptions and educational practices of teachers at a preschool located in the city of Aurora-CE. The main objective of investigating how teachers conceive and offer children's literature is the fact that from this, one can further expand the horizons in the teaching and learning process. In this way, for a better understanding of the content, there is the study, at first, of the theoretical framework, in order to present the approach related to literature in early childhood education, which is based on authors such as Cademartori (1986), Abramovich (1989), Cagneti (1996), Silva (2009), Peruzzo (2011), Marafigo (2012), Paço (2012), Lima (2018). In the methodological framework, it was decided to adopt a research with a qualitative approach, anchored in bibliographic and exploratory research, carried out from a field research. For data collection, it was decided to use a semi-structured interview, a questionnaire and participatory observation, applied with preschool teachers. Data analysis took place from the process of coding and categorization of documents. Based on the research carried out, it was observed the relevance of children's literature as a pedagogical resource and its contributions to the teaching-learning process of children both in improving new knowledge, as well as by sharpening the imagination. Therefore, the research regarding the conceptions and educational practices of these preschool teachers made it possible to highlight the significant role of teacher mediation in this important educational phase of the child.