Tempos e espaços de leitura literária na educação infantil

Abstract

This dissertation, linked to the Language, Knowledge Teacher Training research line from the Educational Post-Graduate Program of Juiz de Fora Federal University / UFJF – Juiz de Fora/Minas Gerais, presents the course that has been undertaken in the development of an action research. The historical and cultural research aims to create times and spaces for literary reading in a kindergarten class of a public school in the Juiz de Fora city / MG, as well as to understand the senses produced by the children for these practices. For that, I share the school context and the routine of the class, intervening in this routine and leading literary readings for / with the children. The record of the routine happened through photos of the different activities and spaces in which the literary reading has happened and of field notes produced from the observations of reading workshops developed with the kindergarten children. Based on this work, we reflected on the need to perform literary reading mediations as a condition to train readers capable of assigning meaning to the different literary genres, which demand specific ways of reading them. In this respect, literature becomes one of the structuring axes of educational practice and Infant Education presents itself as a space for the formation of literary readers. The historical-cultural theory is the theoretical basis that subsidized the literary reading mediations development and that guided the reflection and analyzes on the accomplished work. In this perspective, reading is conceived as a cultural practice and, therefore, as part of the subjects humanization process. Literature enables the child, by imbricating reality and imagination, to transform into part of his subjectivity what was objectified by other subjects throughout the history of humanity, thus revealing its humanizing force. Based on the research findings, we can perceive that time and space are cultural mediators, when organized to provide access to different elements of culture, in this research to the literary reading moments, contribute to the formation of the subjects and to the attribution of meaning to literary reading practices. Consequently, I develop reflections that allow us to glimpse possibilities of working with literature in the kindergarten classes.