A percepção de uma professora de pré-escola sobre o papel da literatura infantil no desenvolvimento de crianças leitoras

• Autor(a) principal: Marreiro, Maria Roseane Alves
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69988
• topic: Leitores; Literatura Infantil; Educação Infantil; Readers; Children's Literature; Child Education

The pres ent work aimed to investigate the understanding of a kindergarten teacher about the ro le of children's literature in the devel opment of reading childre n, in order to know how she perceives an d implements this in her practice. As specific objectives: 1 Disc uss the role of children's li terature in the formation of reading children in preschoo l; 2 To describe the perception of a ki ndergarten teacher about the role of children's literature in the formation of individual readers; 3 Knowing this teacher's view of her practices with childre n's literature in her group. The theoretical part was bas ed on the contributions of authors such as Abramovich (2006), Ama rilha (2000, 2012), Coelho (2000), Zilbe rman (1994), among others. The m ethodological processes consisted of qualitative research of t he exploratory type, using a semi structured interview with twenty open questions as an instrument for data construction, carried out in person, and carried out in two days. The results indicate that children's literature plays an important r ole in the gro up's routine. The teacher understands that the formation of readers must start early and that the experiences lived throughout Early Childhood Education contribute to this. Thus, it considers that children's literature is essential to encoura ge children to perceive the experience of reading as pleasant and fun. However, it is possible to conclude that there is, in their practice, a certain emphasis on preparation for Elementary School by focusing and prioritizing, at the time of the retelling, the literal i nterpretation of the story and by promoting mechanical and mandatory writing activities for children. These experiences can make the moment in the story tiring and unattractive, disconnecting the pleasure that the child feels when experiencing it.