Leitura e escrita na educação infantil: enunciados reflexivos sobre mediação pedagógica e formação do leitor

Abstract

This study examines the conceptions of pedagogical mediation and reader development in Early Childhood Education as expressed in the statements produced by municipal trainers of the Reading and Writing in Early Childhood Education Course (LEEI/Alagoas). In this context, it seeks to understand how the training process developed within the scope of the National Commitment to a Literate Child (CNCA) has contributed to the construction of conceptions about reading and writing in Early Childhood Education. The research is based on the contributions of Ferreiro and Teberosky (1986), Vygotsky (1998), Baptista (2010), and the LEEI Training Notebooks (Brazil, 2016), which understand the insertion of children into written cultures as a process constructed through interactions, play, and participation in social practices of reading and writing. This is a qualitative research study, developed using Bardin's (1977) content analysis. The corpus consisted of statements produced by municipal trainers from LEEI/AL in Forum 6 of the AVAMEC Interativo platform, entitled "Marks along the way," based on the reading of the text "Reading Circles in Early Childhood Education: the formation of thoughtful readers" (Brandão, Bezerra and Silva, 2021). Of the 33 statements produced, 22 were initially selected and, after successive readings, 10 comprised the analytical corpus. The analysis allowed for the construction of thematic categories, highlighting pedagogical mediation and reader development in Early Childhood Education. The results show that the municipal trainers understand the teacher as a mediator of reading practices, responsible for promoting interactions, dialogues, listening, planning, and active participation of children. The results indicate that the LEEI/AL training process contributed to the construction of conceptions about pedagogical mediation and reader development that are consistent with the assumptions guiding the course, highlighting the value of reading, children's participation, and teacher mediation as central elements of pedagogical practices in Early Childhood Education.