A leitura na educação infantil: contribuições docentes na formação leitora das crianças

Abstract

Human formation is constituted in social and cultural relations in formal and informal educational processes. In Early Childhood Education, a privileged moment in the expansion of formative experiences, the practices built by the teaching action are fundamental in the formation of the relational, cognitive, social, motor and also reader. In this universe, the research in evidence seeks to demarcate the place occupied by reading in early childhood education, showing the importance of the stimulating teacher in the reading education of children, in which a literary review is carried out. As a general objective, we seek to analyze the role of the stimulating teacher in the reading training of children in early childhood education, seeking to contribute with theoretical reflections around the object of analysis. Methodologically, the research is bibliographic in nature, and can also be classified as descriptive-exploratory research with a qualitative approach. As a result, it was found that the teacher, although not the only one responsible for the reading training of children, has a fundamental role in their education, since he has technical-formative competence for the choice of good literature, methodologies, strategies and several pedagogical tools that contribute to the enchantment and approximation of children to the literary universe. In this sense, children's reading training takes place in the construction of good reading experiences, awakening interests beyond the identification of narrative elements, repetition of words, identification of characters, in a reproductive way, but rather, criticalreflexive.