Livros e leitura: um diálogo com crianças da educação infantil

Abstract

This study is part of the Education and Language research line in the Pos-Graduate Program in Education of UFAL. We aimed to promote the meeting of children with children's literature books, establishing dialogues, knowing, analyzing and expanding the possibilities of children's access to books. The research field chosen was a Child Education public school of Maceió public network, the chosen class was the maternal II, the subjects were eleven children aged 3 to 5 years. Some questions were made: How are the books of the guard spaces in school, such as reading room, school library or other places? What reading practices happen in school research field? What are the impressions of children about the literature books? Aiming to reflect on these questions, a qualitative research based on a case study was carried out. In addition to the literature review, this study had as methodological procedures: observations; informal conversations with teaching staff and school directors; and participants interventions with reading circles, using audio recorder and photographs. Much has been discussed about the importance of literature in the formation of readers, as this literature has entered the walls of schools and their classrooms and how it has come to children and young people. This debate gets special colors when taking into account the specificities of Children's Education, given that children are not literate at this stage. The theme that revolves around literature in Child Education schools becomes relevant while the books have reached the schools through government initiatives and children can have access to them. This research has as central authors Vygotsky (1987), Bakhtin (2004), Benjamin (1940), Zilberman (1989), Colomer (2003), Corsaro (2011), Larrosa (2002). The survey revealed that children who have not yet decode written language, when they are with the literature books, perform narratives based in the illustrations and prior knowledge of other stories, calling our attention to the need and importance of having in school planning a guaranteed time to meet the children with literature books and a suitable space for these moments. They differentiated treatment given to the book that given to toys. It was observed that due reading practices existing in school. Whenever they took the books were placed in positions that showed reading attitudes.