Entre estantes e ausências: um olhar sobre o acervo literário de uma instituição de educação infantil

Abstract

Children's literature plays an essential role in children's cultural, emotional, and intellectual development, especially in early childhood, a period when contact with written culture contributes to the formation of critical and sensitive readers. This study aims to analyze the reading environment and the organization of the literary collection in a public Early Childhood Education institution, as well as to investigate how this space and the available materials are used in the daily school routine by teachers, pedagogical supervisors, and the principals. The research was guided by the following question: How do the reading environment, the organization of the literary collection, and mediation practices influence children's access to literature in Early Childhood Education? Based on authors such as Abramovich (1995), Corsino (2017), Colomer (2007), and Amarilha (2000), the study adopted a qualitative, exploratory approach with field research conducted through questionnaires and systematic observations of the reading space. The results indicate that, although the institution has a numerous and relatively diverse collection, there are still limitations regarding accessibility, intentional reading mediation, and the systematic integration of literature into the pedagogical project. The observed and reported practices point to the need for more careful organization of reading environments, as well as continuous training for educators so that they can use the collection more effectively, favoring the development of children's language, imagination, and critical thinking from the earliest years of life.