A formação do leitor de literatura na Educação Infantil: um olhar sobre a prática do professor

• Autor(a) principal: Bispo, Iara Jácome
• 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/123456789/41884
• topic: Leitura; Literatura; Prática pedagógica; Reading; Literature; Teaching practice; Educação

This work has as main theme the training in early childhood education literature reader: a look at the practice of the teacher, thus the question that drives this work consists of consecutive questioning, as the teacher uses literature in their teaching? We will observe how the teacher performs his actions in the classroom and how to use the literary text in a way that benefits student learning in a critical and reflective perspective. Thus, in order to answer this question, we developed the following general objective: to analyze how does the teaching practice to form children's literature readers in kindergarten. We as a place of Municipal School search Alexandre Fernandes Nonato the city of Marcelino Vieira-RN, and as research subjects two teachers from kindergarten. Data were built after the application of an investigative questionnaire, which lists the main aspects that have collaborated in the development of teaching practices, from the literary text to use in the classroom. In view of this, we will cover some theoretical studies as Amarilha (2012), Candido (2004), Freire (2006), Lois (2010), Martins (1994/2006), Medeiros (2008), Bridges (2012), Solé (2011), Villardi (1999), Zilberman (2003). In this perspective, the results indicate that literature is something special, a way of knowing the world, expanding the consciousness of the individual limits, but can also be used as another classroom resources, giving the teacher the opportunity to working with reading pleasurable way, since it should not just teach reading, but to create the necessary conditions for the students to develop their learning. So, we got through this research to evaluate how the pedagogical practice of two teachers to form children's literature readers in kindergarten, knowing that literature brings meaning and sense to the lives of students. The literature therefore is a form of humanization, a way for the student to enter in the social environment.