Construindo sentidos: a articulação das práticas de leitura literária na formação de pequenos leitores

Abstract

This study investigates the literary reading practices adopted by early childhood education teachers in a private school in the ABC Paulista region, with an emphasis on meaning-making and the development of young readers. The theoretical framework includes authors such as Antonio Candido (1995), Yolanda Reyes (2012), Cecilia Bajour (2009), and Teresa Colomer (2007), who discuss literature as an ethical, aesthetic, and transformative tool. Additionally, references include Délia Lerner (2002), Kátia Bräkling (2012), Aidan Chambers (2007), and Rildo Cosson (2006), who address practices and modalities of reading and mediation, as well as Alfredo Hoyuelos (2019), who proposes a reflection on the complexities and the relationships in early childhood education. These references support the analysis of teaching practices and reinforce the importance of literary mediation as a key element in forming readers. The objective of this study is to analyze the challenges and pedagogical strategies used by early childhood education teachers to facilitate literary reading and to reflect on the impact of these practices on the development of children's reading behavior. The research employs a qualitative approach and its participants included early childhood education teachers. The data was collected through questionnaires and semi-structured interviews, which provided insights into teachers’ reading backgrounds, concepts of literary reading, mediation practices, challenges faced, and strategies adopted. The data analysis revealed gaps in teaching practices, particularly regarding the intentionality of mediation and the depth of literary discussions. The results highlighted the need for continuous teacher training to encourage them to reflect of their practices and enhance pedagogical approaches. Continuous teacher training should focus on strengthening literary reading practices, prioritizing critical reflection on mediation and the role of literature in each child´s holistic development. The creation of a rich literary environment is intrinsically linked to the promotion of communities of practice and the encouragement of permanent training, with literature regarded as a fundamental right for all people. Teachers’ personal reading experiences directly impact their ability to foster children's connection with literature. Therefore, ongoing professional development is essential to support reflective pedagogical practices, enabling educators to develop more intentional and effective strategies in the literary mediation process