Entre fraldas e livros: leitura literária com bebês na creche

Abstract

This dissertation, linked to the line of research Discourse, Practices, Ideas and Subjectivities in Educational Processes of the Graduate Program at the Federal University of Juiz de Fora (UFJF), Minas Gerais, deals with a collaborative intervention research that focuses on the practice of literary reading with babies and very young children in daycare. The objective is to understand, discuss and discuss literary reading practices for and with babies, and collectively build strategies that enhance these practices with the nursery teachers of a nursery in Juiz de Fora / MG. The study is based on the historical-cultural perspective, especially in the thought of Lev Vigotski and Mikhail Bakhtin about language in the constitution of the human. Empirical research comprised two interdependent stages. In the first stage, an exploratory study was carried out in order to learn about the practice of seven teachers participating in the research regarding literary reading practices for and with babies and children from the three nursery groups. The instruments and techniques used in this stage were: participant observation, field notes, photographic records and semi-structured individual interview. Based on the data produced in this phase, the themes that would be addressed in five reflective meetings - second stage of the research - were chosen in order to problematize, expand and qualify the literary mediation actions provided by teachers in their respective nursery groups, the know: Organization of reading spaces; Selection criteria for children's literature books; and Mediation of literary reading. These themes formed axes of analysis. The results show that, although there have been some advances in relation to literary reading mediation actions in the researched nurseries, it is necessary to invest more in the training of teachers so that the literary experience provided to the subjects of these groups increases the possibilities of building emotional bonds with the book and literary reading.