Considerações sobre o trabalho pedagogico com a literatura infantil na pré-escola

Abstract

Children's literature is one of the possible ways to develop the child's imagination, emotion and feelings so pleasurable and meaningful. It is through contact with books that children seek new horizons and exert a critical and constructive knowledge. Under this assumption, we began our research, with considerations on the work done with children's literature in preschool, the teachers of the Nursery Municipal Eduarda Maria Barbosa, in the city of Big hole-PB. Through this exploratory field research, we seek to understand how teachers conceive children's literature, so that the same is discussed with the students, and the resources used. Based on data analysis, we found that although the teachers have presented in the questionnaire a meaningful understanding of the importance of children's literature, still have a restricted view of what is read and the skills needed to build understanding, being associated with Reading images. When it comes to the issue of storytelling, which occurred in the "reading circles", the teachers need to have a greater knowledge about techniques that work interaction and interpretation of the text. Have contact with children's books often occurs, which is very positive, although there is diversity of titles, the teachers work with the classic tales, fables and books nonverbal. We conclude that it takes an initial commitment to the practice of reading and the formation of new readers, so that teachers can pursue different strategies and research on its application, encourage the reading habit of children's books, as well as developing skills communication associated with it, also it takes a bigger commitment of education authorities to provide better working conditions so that children's literature as an object of knowledge and rich educational resource, be better exploited and cultivated in schools, particularly those aimed at formation of the new reader.