A ação de ler literatura na educação infantil : experiência de compreender-se professora-leitora-mediadora.

Abstract

In this study, wereflect on the experiences of and with literary reading in Kindergarten, as constitutive actions of the teacher's praxis who aims to become a mediator. The intention of investigating the training of professionals who share moments of reading with children, promoting their encounter with literary production, led us to question meanings, childhood and adulthood, and also abstract concepts such as teachers, chooland reading, to the extent that education is understood as a shared language in contexts of multi-agecoexistence. With that, our methodology focused on the experience, in means that, in Kindergarten classes, we perceive the power of reading in mat of different knowledge equally transforming the human in their first time conquers. As dults crossed by othere xperiences, some poetic memories linked to music and dance, amongo thers, madeus recognize a set of children's literature production which is popular with children who had as a narrative characteristic the format of cumulative tale or repetition, exploringrhymes, rhythms and particularly poetic elements. Therefore, based on experiences arising from children's literary reading, the Collection Conta de Novo, by Ana Maria Machado and the trilogy of boys, by Letícia Wierzchowski, we carried out a reflection on our practice, finding, in the experience, the opportunity to re-signify their teaching with very young children, savored as an intense range of mediation opportunities, a joint effort which ends up turning the teacher into a mediator. Reading and listening to the greatness contained in words, theirs trength, their transforming power, the adult teacher under stands him self as a mediator. The production chosen by the children and discovered in their coexistence impressed, mainly, bythe self-confidence in there ading abilities that cause to children, who, by listening to the mand handling the mattentively, ended up reading together, repeating passages tha twere reiterated, transforming them from listeners to readers. In short, sothat the triad – teacher-reader-mediator – could be understood, the determining factor was to experience reading with the children, from action of seeing them reading, as well as reading with them and for them. These experience sproved to be possible to hear the production, leadingus to an unexpected path - the comeback. After all, in view of these encounters with the children and the production, we revisit formation moments to become, again, in other ways, with other viewsand, among them, the mediator - one, educators engaged in the experience of being humans.