As vivências de leitura com os bebês e os enunciados de suas professoras

Abstract

Through this doctoral thesis we seek was to understand, how reading practices with babies are experienced in the nursery classroom of a partner daycare center in the municipality of Juiz de Fora. The study sought to achieve the following objectives: (i) to identify the conceptions that underpin the teachers’ practices with babies and the reading possibilities they develop; (ii) to understand the place of the book and reading within the nursery classroom; and (iii) to reflect, together with the participating teachers, on the ways in which reading practices with babies are organized in the daily routine of the institution.This study was grounded in the theoretical assumptions of the historical-cultural perspective, based on Vygotsky’s concept of perezhivanie (lived experience) and Bakhtin’s concept of the “utterance.” The methodological path consisted of a qualitative research approach within a critical research paradigm, inspired by ethnography. These choices were based on the need to observe the teachers’ practices through reflective sessions. Subsequently, the sessions were transcribed and analyzed using the analytical framework of the Meaning Nuclei proposed by Aguiar and Ozella (2006).The architecture of the Meaning Nuclei revealed the need to deepen discussions related to the teachers’ conceptions of babies and teaching in the nursery classroom, the practices experienced in the daily lives of these teachers and babies in relation to reading, and theoretical-practical reflection as a possibility for improvement and for rethinking the ongoing process of teaching practice in the daily life of the daycare center.The analyses confirmed three basic premises:(a) different conceptions of babies coexist among teachers within the same nursery classroom, leading us to understand that knowledge is not fixed or complete, but rather under construction, continuously shaped and reshaped within practice;(b) the book occupies a prominent and essential place in the nursery classroom, requiring a daily presence in the daycare setting;(c) the teachers’ utterances reveal the need for practices in daycare centers that create spaces for reflection and for the sharing of knowledge and practices constructed collectively.The findings point to the need to organize reading spaces formally recognized and safeguarded within the institution’s Political-Pedagogical Project, so that this identity of reading and encouragement of early readers is not lost, but rather preserved as a right of babies.