Um estudo sobre a leitura literária realizada pelo professor da pré-escola

• Autor(a) principal: Tiveron, Vanessa Aparecida Bezerra
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22761
• topic: Professores de educação infantil; Incentivo à leitura; Leitura; Professores - Livros e leitura; Preschool teachers; Reading promotion; Reading; Teachers - Books and reading; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present work has as object of researeh the literary reading performed by the pre- sehool teacher, with ehildren of four and five years old, aiming to analyze the relationship between the pedagogieal and literary purposes of this conduct, understanding that both make part of child's learning; However, it is intended to ascertain whether the pedagogical objectives aimed at the conformation of pattems and adaptation, stand out to the literary goals of fruition and enchantment, whieh should be some of the possibilities experieneed by the children. For this, the theoretieal contribution adopted in this researeh comes from the thinkers of the critieal theory of soeiety, especially those dealing with cultural formation and experience, helping to understand the processes of formation of individuals the children. In a Municipal sehool of Child Education in the City of São Paulo, the applieation of a questionnaire to 20 teaehers of early childhood education was held, in whieh the results allowed to conelude that reading is still used mainly for pedagogieal purposes, sueh as: making drawings or projeets. However, very little is attributed to it in art, among many other possibilities, sueh as: the experience of reading, through whieh it is possible to understand the world and investigate it; to provoke the imagination; have the curiosity answered and find other ideas. It is concluded that the book as a mediation of culture, making it a moment of significant social interaetion for the ehild, still constitutes a problem to be faeed in the field of early childhood education