Práticas de leitura e contação de história na educação infantil: Vivências e reflexões a partir do programa de residência pedagógica

Abstract

This paper analyzes the literary reading practices observed and mediated by a pedagogy student during the Pedagogical Residency Program (PRP), focusing on the importance of early childhood interaction with books, and emphasizing the teaching strategies and procedures used during reading activities. The mediations were developed through the intervention project “Reading as Passage Ports” (Silva et al., 2023). The intervention took place at the Centro Municipal de Educação Infantil (CMEI) Doutor Pompeu Sarmento, with 25 children aged 5 to 6 years. Throughout this study, the reflection also aimed at the formative dimension of the PRP in the initiation of the teaching career and the dialogue between theory and practice in the integration of school and university. Furthermore, the article addressed the contributions of literary reading in early childhood, the analysis of the procedures used in reading activities, and the significance of the PRP in fostering meaningful pedagogical projects in the public school setting. Methodologically, the study was conducted based on data collection from experiences with reading practices and storytelling developed at the aforementioned CMEI between 2022 and 2024. Based on the practices analyzed, it was evident that the structuring of routines and adopted methodologies significantly contributed to bringing children closer to both intentional and spontaneous reading practices, providing them with enriching and stimulating experiences, in addition to enhancing and enriching their cultural and linguistic repertoire through immersion in various children's literature books and tales. In summary, the importance of the Pedagogical Residency Program was also highlighted, emphasizing its potential to foster mutual training dimensions where both the learner and the future teacher grow together.