Leitura literária no berçário: concepções docentes

Abstract

This master's research focuses on the concepts of literary reading held by teachers working in public nurseries. Its main goal is to analyze the literary reading concepts of teachers in these educational spaces within the municipal education network of Campina Grande, Paraíba. The objectives include understanding the literary reading rituals organized by the teachers, the works read to the babies, mapping the spaces used for literary reading, and identifying the criteria they use to select literary works to read to the babies. The qualitative research was inspired by ethnographic insights (Mattos, 2011; Green, 2005) and conducted in three public nurseries serving babies in Campina Grande. Six nursery teachers participated and were interviewed through semi-structured interviews. Data was also generated through observation and video recording moments when teachers read literary works in the nurseries. Field notes were used for data recording. The data produced was processed through the methodological procedure of triangulation (Flick, 2019), and for the analysis of the interviews, we used the premises of the content analysis technique (Bardin, 1977; 2006). As the theoretical framework of the research, we adopted studies grounded in the perspective of the Sociology of Childhood (Corsaro, 2011; Rocha, 2008; Sarmento, 2008), contributing to the discussion presented. We address the concept of teaching (Texeira, 1996, 2007; Tardif, 2012; Santos, 2021; Nóvoa, 1992), teaching with babies (Campos, 2008; Drumond, 2019; Mantovani; Perani, 1999; Bitencourt, 2022; Barbosa, 2010) and studies of children's literature (Aguiar, 2001; Cademartori, 2010; Baptista, 2018; Reyes, 2010). As a result, we found that the teachers recognize the importance of literary reading and storytelling, promoting this interest through events they organized and creating rituals. They organize themselves by performing different roles, allowing babies to participate and interact with literary reading in the nursery's daily routine. We observed that the notion of literary reading as a way to calm babies guides the teachers' pedagogical practices. We also identified that children's literature was more present through oral narrative through storytelling in the first semester. In contrast, in the second semester, pedagogical practices involving reading literary works to children intensified. We highlight an agreement between academic knowledge and practical experience regarding the criteria for selecting literature books. Thus, children's access to children's literature is a reality in these pedagogical practices, and the babies showed interest and participation in various ways, such as babbling, speaking, body movements, gestures, attempting to grab the book, and flipping through the pages, thereby broadening their experiences with literary works.