Leitura literária na pré-escola: concepções e práticas docentes.

Abstract

This research aimed to investigate preschool teachers' conceptions of literary reading and how they affect their practices with literary texts. By considering literature as a right to be guaranteed to children, it is necessary to highlight literature as an art and that it needs to be experienced as such. In view of this, we intend to contribute with reflections that can foster the essential need for discussions in formative contexts, whether initial or ongoing, about children's literature and its developments in pedagogical practices for and with children. As a theoretical framework, we address discussions about the conceptions of children and childhoods (Vieira and Baptista, 2023; Pinto and Sarmento, 1997; Barbosa, 2009; Ariés, 1981), children's literature (Candido, 2011; Coelho, 2000; Parreiras, 2009; Reyes, 2012; Aguiar, 2001; Zilberman, 2003; Corsino, 2017; Paulino, 2004; Baptista et al., 2022), as well as teacher training aimed at the formation of literary readers and the mediation of literary reading in educational contexts, more precisely, in preschool classes (Kaercher, 2010; Belmiro, Machado and Baptista, 2015; Saldanha and Amarilha, 2018; Aguiar, 2011; Souza, Neto and Girotto, 2016; Brandão and Rosa, 2018; Nunes, 2007). This qualitative research is characterized as a case study, carried out with two teachers (P1 and P2), who work in preschool classes – five-year-old children – in a public school in the municipal network, which serves classes in Early Childhood Education and the Initial Years of Elementary Education. The instruments for data collection were participant observation and semi-structured interviews. In addition, data generation also occurred through video recordings of reading moments with the book and field notes. Data analysis was based on the theoretical-methodological assumptions of Content Analysis (Bardin, 1976). The results of the study indicate that, with regard to the teachers' conception of children's literature, both recognize its importance for the development of imagination, and also point to books as an instrument that fosters interest in reading, an understanding that focuses on literature from the perspective of enjoyment. Regarding practices, the data show that P1 experiences more frequent practices with children's literature, from a perspective that explores the aesthetic aspects of books, uses reading strategies, and presents a diversity of works that allow children to experience quality literary works. P2, despite using some reading strategies aimed at children's reading comprehension, chooses books for these moments still considering school objectives, relating them to the content covered in class. In addition, the results reveal the importance and need for spaces designated for Early Childhood Education, since this is an aspect that directly interferes with the ways of conducting and experiencing literary texts, as indicated by the data related to the P1 class. Thus, we reiterate the need for ongoing training, in a practice of constant reflection and action, from which teachers can constantly dialogue based on local problems and can re-signify their practices with children's literature, aiming at the formation of good readers of literature.