Contribuições da literatura infantil para desenvolvimento da compreensão leitora em um CEI da Rede Municipal de Ensino de Fortaleza-CE

Abstract

Upon entering childhood education, the child already comes with a pack of knowledge, has its rights, has abilities and becomes the protagonist of their learning. As the main goal of this research, we investigate the contribution of infant literature on reading comprehension development in pretty small children, in a childhood education context, taking the guidance of the BNCC (2018). We supported our research in authors such as SOARES (2002, 2019), COSSON (2006, 2016), RIBEIRO (1999), SOLÉ (2014) and also official documents such as BNCC (2018) and DCNEI (2009). For the nature of the study object and the goals of this research project, the methodology consists of a qualitative action research. To gather data, we used observation, using an observation sheet and also the register of class recordings. We proposed as the product of this project, the realization of two didactic sequences, using the book "Monstro das Cores" and the poem "O relógio", in a third grade of kindergarten. To do that, we read out loud the texts, made a round of conversation and also movements of art productions. The analysis indicated that, when planning and executing the Didactic Sequences with pedagogic internationality, the educator becomes the essential mediator and upon that rich in interactions and questioning mediation, it allows the stimulation of the early reading comprehension abilities, opening a path to more complex reading competence development in subsequent learning steps.