Formação do leitor literário na Educação Infantil

• Autor(a) principal: Silva, Márcia Maria e
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10427
• topic: Childhood; Children´s Education; Literature; Reader´s Formation; Infância; Educação Infantil; Literatura; Formação do leitor; Educação; Literatura infanto-juvenil; Incentivo à leitura; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This essay has its theme the literary reader´s formation in the Children´s Education. The aim is to comprehend the placement that the literature has in the formation of the young readers. Starting from a Case Study, including participant observations about the literature reading mediations of a teacher in a Municipal Council in the city of Niterói in the State of Rio de Janeiro, with a group of an average 17 children between 3 and 5 years old, in the years of 2013 and 2014. Which conceptions of Literature does sustain the method utilized by the teacher in the Children´s Education? Which concepts of Children´s Education does sustain her work with literature? What are the literature reading practices in this context? The perspective theoretical-methodological is historical-cultural. The debate about language, art, literature, life, education and aesthetical expression base itself in the Bakhtin and Vigotski work. The discussion about the different types of childhood occurs essentially in the first place with the studies of Vigotski, Sarmento, Corsaro and Vasconcellos. In order to cover the interface between literature, childhood and school, the essay takes into consideration the studies of Lajolo, Silva e Zilberman. Corsino e Colomer are the main references to consist the literature specifically in the Children´s Education field. The studies about literature and literature theory from Eagleton, Coelho, Candido and Cascudo take part in the dialogue, once the role played by the literature in the human formation is addressed. It is held a bibliography survey of the dissertations and thesis, compiled between the years of 2008 and 2014, which approaches the literature in the Children´s Education. After that, it develops a theoretical study about Childhood, Literature and Children´s Education, discussing then the invisibility revolving about what means to be a children and the possibilities of the literature formation. The course of the empirical research is presented, followed by the historical unit and the teacher´s specialization, whose co-participate in the research. Four collective literature-reading scenes in the children´s group, planned and facilitated by the teacher, are chosen to be analyzed. The thesis presents the teacher´s intervention, the expressions of the children and the context of the books that have been read. Performing then, from thesis data, a debate about how the children read literature, what the effects of this encounter for the counterparts and how it happens the teaching in the Children´s Education for the literature reader´s formation