Concepções de professoras sobre bebês e literatura: Vozes e olhares que se intercruzam

Abstract

We seek to understand the teachers' conceptions regarding the development of work with literature and its interfaces interspersed in the plans of teachers who work in nursery rooms in the city of Uberlândia/MG in the year 2022. In addition to identifying the contributions, challenges and possibilities in working with literature for/with babies. We also used analysis of official documents that deal with the importance of literature in child development, and that could indicate possible alignments with the term’s literature and babies, such as: the Federal Constitution - CF/88, Child and Adolescent Statute - ECA/ 90, National Curricular Guidelines for Early Childhood Education – DCNEI/2009, National Common Curricular Base – BNCC/2017 and the Uberlândia Municipal Curricular Guidelines – DCMEI/2020. The theoretical-methodological option for the development of this research is based on the contributions of Historical-Cultural Psychology to understanding child development with the assumptions of a humanizing education. To support the discussions presented in this investigation, we used authors such as Vigotski (1995; 1996; 2001; 2004; 2010; 2018), Mello (2004; 2010; 2014) regarding the perspective of a humanizing education. The research was qualitative in nature, and we used questionnaire and interview instruments to construct the data. Among the research results, we identified that the teachers understand the importance of working with literature, however they highlight their challenges regarding the inadequate and reduced collection for babies. We start from the defense of the child's right to access written culture from an early age, with literature highlighted as an element of human production that serves as a bridge between the child and the world of written language, supporting us in Eagleton (2006), Candido (2011), Arena (2010) and Abramovich (1999). We see that work with children's literature takes place in routine care relationships and teaching planning, sometimes interspersed with practices of storytelling, conversation circles, musicalization and exploratory manipulation of children. We realized that teachers recognize that significant permanent training on the subject is necessary, and it was possible to confirm the contribution and challenges encountered when developing proposals for working with literature, which are close to the principles of a humanizing education.