“O livro que eu mais gostava de levar para casa era esse”: caminhos abertos pelas vivências de crianças e famílias com o livro literário na UAEI e além dela.

Abstract

This thesis aims to investigate the impact of literary reading practices promoted at the Academic Unit of Early Childhood Education (UAEI) of the Federal University of Campina Grande (UFCG) on the relationship of former students with books and reading within the family context. In light of the recognition of the child as a subject of rights, the study includes a brief historical retrospective of childhood, children's literature, and early childhood education, understanding that these universes are intertwined. Thus, it seeks to highlight the child’s right to children's literature, starting in early childhood education, as essential for their human and reading development, in a process that must involve the family, as it is also responsible for the child's education and care. The theoretical framework includes the works of Ariès (2006), Sarmento (2007), Dahlberg, Moss, and Pence (2003), Kramer (2001), and Oliveira (2011), who reflect on childhood and early childhood education, as well as the legislation governing this initial educational stage. It also draws on the works of Zilberman (2007), Coelho (2000), Cadermatori (2010), Colomer (2017), Corsino (2010), Bajard (2007), Martins (1986), Vygotsky (2000, 2007), Melo (2007), Reyes (2010, 2012), Girotto and Souza (2016), and Carvalho and Baroukh (2018), who discuss children's literature and the mediation of its reading. Regarding family involvement in the development of readers, it also includes the reflections of Reyes (2010, 2012), Andruetto (2012), and Balça, Azevedo, and Barros (2017). The qualitative research strategy adopted was a case study, with the UAEI/UFCG as the empirical field and former students, their families, and institution professionals as research subjects. Data were collected through semi-structured interviews and focus group discussions, analyzed via Content Analysis as proposed by Bardin (2021).Results indicated that literary reading was part of children’s daily routines both at UAEI and at home with their families, emphasizing that the institution’s library played a key role in democratizing literary reading by offering free access to books, granting children autonomy in selecting readings, and facilitating daily lending for shared reading at home. The systematic and ongoing efforts by professionals to promote reading, both in school and family environments, proved essential, transcending institutional boundaries finding underscore the importance of literary experiences in Early Childhood Education and family participation in fostering children’s development as readers.