Saberes e práticas docentes de mediação de leitura literária no contexto da educação infantil: o estado da arte

Abstract

This Undergraduate Thesis investigates the mediation of literary reading in Early Childhood Education, focusing on teachers’ knowledge and pedagogical practices. It stems from the following research question: What knowledge, from both teacher training and professional experience, can contribute to enabling early childhood educators to develop literary reading mediation practices that are socially relevant for children in daycare centers and preschools? The study adopts the "State of the Art" methodology, analyzing academic publications from 2010 to 2024 available in the CAPES Journal Portal. The main objective is to identify the essential knowledge from training and experience necessary for the development of socially meaningful literary reading mediation practices with children in Early Childhood Education. The specific goals include analyzing teachers’ knowledge and pedagogical practices with children's literature found in the selected research, discussing the theoretical foundations that support the relevance of mediating literary stories in child development, and analyzing different approaches and techniques of reading mediation used by early childhood teachers, based on the conducted bibliographic research. The analyses highlight the importance of the teacher as a mediator in the formation of young readers and in the creation of meaningful experiences with children’s literature. The results point to the need for investment in both initial and continuing teacher education, as well as the strengthening of public policies that value literary reading in Early Childhood Education institutions.