Ensino de literatura e família: interações possíveis na educação infantil.

Abstract

Family and school should be co participants in the formation of the individual, including with regard to cognitive skills. From this perspective, this research aims to analyze the role of the family with regard to literary reading practices with children from Kindergarten. This study is a field research with a qualitative approach, the instrument used for data collection was a structured questionnaire sent by WhatsApp to the participants. Based on the information collected, the influence of families on the reading training of those educated at the beginning of their schooling was analyzed. The results of the investigation point to an inconsistent participation of the family in the reading formation of children, as several weaknesses are evident with regard to the child's insertion in the universe of literary reading in the family environment.