A formação de leitores de literatura na educação infantil: contribuições de uma pesquisa colaborativa

Abstract

The Research “Literature Literacy in Early Childhood”, through a collaborative methodology, aimed to improve teachers’ practices so they would support children as literature readers. Teaching practice was taken as an object of reflection, through the analysis of interviews and observations, photographs, videos and fieldnotes. In researcher-teacher meetings, these records registers were debated aiming to expand theoretical understandings and the elaboration of intervention strategies. Because of its collective and procedural character, the research fostered spaces for reflection, supporting the group of teachers to create and develop learning situations in which literary reading became a social and cultural practice for that group of children and teachers. A greater knowledge of the selection of books, organization of spaces and strategies of reading mediation were evidenced among the participating teachers. Additionally, it became evident the need for institutions responsible for the training of teachers in Early Childhood Education to assume, as an important component of pre-service and in-service teachers, the discussion about the organization of book and reading spaces, as well as the planning and development of pedagogical strategies for the formation of readers.