Práticas de leitura com crianças de 0 a 3 anos em uma creche municipal do Recife

Abstract

It is well known that involvement in reading practices brings contributions to the individual reader, contributions in different aspects such as the development of literacy, the acquisition of language, cultural appropriation, the expansion of critical capacity and worldviews, as well as contributions to the constitution of active subjects in society. Therefore, it is of paramount importance that such practices be experienced from early childhood education, specifically with children in day care centers, who, even if they are small, are able to engage in reading practices, to enjoy and acquire knowledge through reading. Therefore, this study aimed to analyze the pedagogical practice in a municipal daycare in Recife, in order to verify the presence or not of reading activities with children from 1 to 3 years. To support the work the theoretical reference presents discussions on the history and public policies of early childhood education, on the conceptions of reading and reading practices in day care centers, as well as discussions on the establishment of official documents for the conduct of reading practices in day care centers. As a methodology, the qualitative nature was assumed, carried out by means of a case study in group 2 in a CEMEI in Recife. The data collection was done through observations and interview with the teacher of group 2. The results showed that reading activities are frequent in group 2, also showed that the class teacher understands the importance of carrying out such practices with these children, as well as revealed that children are interested in reading and participating in collective and individual reading activities. This work enabled us to realize the accomplishment of different reading activities in the group researched, significant activities, with purpose in reading, in the pleasure of reading, activities that consider the autonomy of children, for the constitution of active readers, who attribute meaning to what they read.