Leitura literária na educação infantil: contribuições do estágio curricular na formação do pedagogo

Abstract

This research was developed based on the experiences and writings made possible by the subject Early Childhood Education Internship 1, which is part of the curricular structure of the degree course in Pedagogy. The readings carried out, which had as object of study the pedagogical work of the daycare centers, especially in the context of literary reader training, considered authors such as Barbosa and Horn (2001); Grazioli and Debus (2017); Berenblum (2006). Aiming to guide the study on the topic, we formulated the following research problem: how can the practice of literary reading in early childhood education contribute to reader education? Our central objective of the study is to discuss how the practice of literary reading can be developed in early childhood education. For the composition of the research, a qualitative approach was selected, based on a qualitative approach, considering the experience lived at the internship field school and written in a field notebook. The results indicate the necessity to promote a permanent training for teaching professionals, aiming to restructure their perceptions regarding written language, as well as the practice of literary reading with children between one year and six months and three years and eleven months of age who attend daycare centers.