A leitura de literatura na Educação Infantil: caminhos para a formação do leitor

• Autor(a) principal: Medeiros, Francisca Kalidiane dos Santos
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41933
• topic: Literatura Infantil; Leitura; Educação Infantil; Educação

To understand that working with the reading of children's literature in the classroom opens up possibilities of significant constructions to be reader, this article is the result of inquiries and discussions about the reading of children's literature, from formative experiences developed in the supervised internship II initial series of early childhood education, offered by the course in pedagogy of Universidade Federal do Rio Grande do Norte - UFRN, developed in the urban area of Tenente Ananias city - RN. By understanding that reading literature is of fundamental importance for the construction of knowledge and intellectual development, cognitive, social and cultural of human beings, this work has for objective to analyze the paths travelled to the formation of readers of literature in early childhood education, introducing cogitations and studies of which the relevancy of reading literature for formation and development of the reader a taste for reading. Article inclusive of qualitative methodology in education, throughtechniques and instruments such as, observations and record the field journal. Como theoretical contribution, we use authors like Coelho (1987), Costa (2007), Oliveira (2008), among others who have contributed to the advancement of studies, offering us an apparatus of information that provided significant research advances. Finally, considerations of this investigation indicate the need for there to be reflective about the practices developed in early childhood education around reading literature to form children readers, in order to enable observation, evaluation, and finds renewal in pursuit of improving the teaching learning process and the participation of the teacher/researcher, valuing reading practices that may be meaningful to the lives of children, it being understood that the reading of literature appropriate for mediating the development and learning of these beings.