LITERATURA NOS CENTROS DE EDUCAÇÃO INFANTIL E SUAS POTENCIALIDADES FORMATIVAS

Abstract

The main objective of the research is to think about how literature, conceived as mediation, can be an important means in the context of early childhood education to work on different themes. Mediated by bibliographic and documentary research, this dissertation reflects on historical aspects of early childhood education and work with children's literature and focuses on what official documents say about the approach to literary art in early childhood education (LDB; RCNEI, BNCC). The theoretical basis is built with contributions from Paiva (2011), Adorno and Horkheimer (1985), Lajolo and Zilberman (2007), Candido (2011), Rosemberg (1999), among others. The practical counterpart of the research mobilizes some reading indications for children's books, such as: I'm waiting, The world in Black Power by Tayo, Little colored hoods and some editions of Little Red Riding Hood, as well as mediation with Good morning, all colors and Life doesn't scare me, as an indication of pedagogical work, enhancing literature. Our central hypothesis resides in the perception that the pedagogical potential of literature demands a powerful cultural formation of formative agents, reflected in their pedagogical practices. We conclude that adult readers end up influencing children's taste for reading, thus forming small readers, through mediation, even in early childhood. The book should be presented to young children in a playful, engaging and with plenty of enthusiasm and joy, motivating them to want to know more about the story presented. Through literature, good stories and good storytelling by teachers, we can transform pedagogical practices in the context of Early Childhood Education, presenting topics considered complicated for children from an early age.

Keywords: Early Childhood Education. Literature. Pedagogical Potentiality. Mediations.