Mediação literária: concepções de professoras que atuam em uma escola de Educação Infantil da rede pública municipal de Uberlândia/MG

Abstract

This dissertation is linked to the Research Line Knowledge and Educational Practices of the Graduate Program in Education at the Federal University of Uberlândia. It aims to identify and analyze the conceptions of teachers from a municipal Early Childhood Education school in Uberlândia-MG regarding literary mediation. It is based on Historical-Cultural Psychology (HCP), which understands human development as a result of social relationships and the historical-cultural context. The guiding question of the research is: What conceptions do teachers have about working with literary mediation? To deepen the investigation, complementary questions are formulated: Does literary mediation occur in the institution under study? At what moments? What criteria guide the choice of books? How are the works presented to the children? The methodology included a literature review in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors 'literature for babies and children,' 'literature in Early Childhood Education,' and 'literary mediation,' covering works published between 2017 and 2024. A documentary analysis was also carried out on the National Curriculum Guidelines for Early Childhood Education (DCNEI), the National Common Curricular Base (BNCC), and the Municipal Curriculum Guidelines for Early Childhood Education of Uberlândia (DCMEI), aiming to reflect on how they approach work with children's literature and literary mediation. Eight teachers from a public school in Uberlândia were interviewed to understand their views. The interviews indicated that literature is central to child development, fostering imagination, creativity, and engagement with writing. Literary mediation is understood as an intentional and planned practice, occurring mainly during the “circle time,” with reading aloud, dramatizations, puppets, and clothesline stories, promoting participation and the construction of meaning. In addition, mediation is incorporated at other times of the day, promoting dialogue with different areas of learning. In choosing books, the teachers prioritize visual aspects and titles that relate to the topics being covered, which is a limiting factor, since literature should not have a utilitarian character, but rather be a right of the child. In the presentation, they highlight the cover, author, illustrator, and images, using dialogue and visual exploration, encouraging anticipation of events, hypotheses, and reflection on the narrative. The results show that, when integrated into early childhood education, literature provides a privileged space for formative experiences. Literary mediation broadens symbolic horizons, encourages the production of meanings, and promotes aesthetic experiences, with the teacher's role being crucial in transforming the encounter with the book into a moment of discovery and dialogue. It is concluded that intentional and planned literary practices enhance pedagogical work and can contribute to the comprehensive development of children and their integration into the world of written culture.