“O livro me escolheu!”: vivências de leituras com crianças de uma escola municipal de educação infantil

Abstract

The present research is characterized by constructions and (re)elaborations according to the reading experiences that involved the researcher and the children of an early childhood education institution, at a moment when face-to-face contacts in education were suspended due to the pandemic caused by New Coronavirus (COVID-19). The central question that guided our studies was: how do three-year-old children from Escola Municipal de Educação Infantil Zacarias Pereira da Silva (EMEI Zacarias) experience reading practices? Through this question, other ones have followed it: how did they emerge and what are the implications of Programa Nacional da Biblioteca Escolar (PNBE) for reading practices in everyday school life? How is characterized the school library space at EMEI Zacarias? How does ludic element become part of the relationship of children with books since the practice of loans made in the educational establishment? Do borrowing books and storytelling influence the development of imagination and knowledge of children in early childhood education? What is the child’s role in early childhood education when choosing the literature book that he/she want to borrow? Thus, the main objective of this study is to observe, describe and understand how children in early childhood education experience literary reading practices. A priori, we carried out a bibliographic survey, built a theoretical foundation and presented the PNBE and its implementation in libraries from the national to the municipal level, in addition to characterizing the space-time of the school library of EMEI Zacarias; then, we explained the study methodology with a combination of guidelines, concepts and practices from the qualitative approach, especially action research, virtual ethnography and case study. A posteriori, based on the audiovisual recordings, in the dialogues with the children and in the field diary, we analyzed the investigation information. Hence, we can affirm that PNBE contributed to the increase of the collection of literary books in schools, although the availability of works for students is a responsibility of each school institution and its professionals; EMEI Zacarias school library has appeared as a privileged space-time, in which children interact with books and literature, borrow, listen, create and tell stories; books became toys, and reading transformed into a game for children through the playfulness involved in those moments; the loan of books and storytelling corroborated the development of children’s imagination and knowledge by expanding the experiential repertoire and accumulating various experiences that compose the bases for creations; and, in choosing their own books through loans, children showed their protagonism, with the expression of preferences and the affective relationship with the stories. Finally, we understand that three-year-old children of EMEI Zacarias creatively went through the reading practices, before mastering specific and conventional reading techniques; they benefited themselves from school experiences with books, by transforming them into important learnings, especially with regard to building reading strategies related to the works, but also creating other stories that gather different previous experiences, emotions and affections aroused by the interaction with Literary Art.