Literatura na educação infantil: pesquisa e formação docente

Abstract

This article discusses the professional development of Early Childhood Education teachers as mediators of literary reading and the repercussions of this formative process on classroom practice through an examination of two ongoing research projects conducted through the Federal Universities of Juiz de Fora and Minas Gerais. Literary reading and teaching are approached as a combined articulation of science, art, and life, because both they seek to understand subjects’ cultural experience from these three lenses. Literary education is recognized for its complexity and consequently, as a demanding process from the point of view of the training of teachers as mediators and promoters of literary reading with babies and other small children. Data analysis from these two projects demonstrates the potential of collaborative research to construct educational procedures and practices committed to principles and conceptions that consider literature as art and the education of young children as a right to the expansion of aesthetic experiences.