Contriuições da literatura infantil para a formação da autonomia

Abstract

This study's main objective is to investigate how literary mediation practices contribute to the development of reading comprehension in children aged 4 to 5 years old. The research consists of an inquiry into how Early Childhood Education children comprehend what they read, utilizing children's literature as a primary tool. The study was conducted in a municipal school in Maceió, Alagoas, Brazil, where we explored the young children's reading comprehension through the use of children's books. This work adopts a qualitative approach and a narrative structure based on Content Analysis. Reading comprehension in Early Childhood Education is investigated by several scholars, notably Souza (2014), whose contributions on reading comprehension strategies are highlighted in this study. Likewise, the work presents a well-founded theoretical framework, with references from important authors such as Zilberman, Philippe Ariès, Abramovich, and others, who aid in a better understanding of the topic addressed. The research findings are analyzed through the observation of children's verbalizations during the activities conducted in the Supervised Internship in Early Childhood Education. These results demonstrate that literary reading, when intentionally mediated, contributes significantly as a cultural and humanizing practice, and to the development of students' language, imagination, creativity, and critical thinking. Furthermore, the findings highlight the necessity of reflecting upon how teachers' initial and continuing professional development directly impacts the implementation of reading practices.