Literature and Early Childhood: two cities in a scene and PNBE (National Program for School Library) in the building of readers

Abstract

Organize as a proposal activities of reading based on PNBE' books (National Library in school) for the Early Childhood Education is the purpose of our studies. This goal stems from the need to make a coherent and purposeful educational work led to extensive formation of children's intelligence and personality (considering the activities of literary reading as a result of children's literature), as a prerequisite for expansion and creation of fantastic hypotheses, enrichment capacity imaginative, creative and comprehensive in childhood, among others, allowing children to be active protagonists of the moment of the daily routine with children's literature in education led to the formation of the child reader. Data shows that reading competence is still very fragile among Brazilian children and youth and the need to read literature is not a cultural fact in our country. This is the reason to think of literary education since an early age. Planned for two cities in the west region with children toddlers (0-3) and their teachers, this project now proposed to be conducted between the years 2011 to 2013 in the city of Marília - with 34 day care center/kindergarten institution - and Presidente Prudente - that has 51 day care center -, on the assumption that the "proposed methodology for literary education" to be formulated with the collection of PNBE recognizing and considering the specifics of early childhood, can be successfully used in teaching situations and learning reading and literature already in kindergarten, assuming (although the data generated from the elementary school, in their initial series) that, after teaching qualification - (a result of FAPESP / CNPq Public Policy research "The literature on school: spaces and contexts - to the Brazilian and Portuguese "(developed in the years 2006-2009, in front of her place in Brazil), teachers tend to be more confident and the students more interested, understanding the literary text better. Two lines of research, linked to the objectives, form the guideline for the production of data with specific methodologies and appropriate tools. The first focuses on the circulation of PNBE' books in the day care centers from the partner institutions, the use and knowledge of such educational materials, as well as the conditions of the place where the books are being kept. With this data analysis we also intended to check if this public policy of reading (PNBE) has achieved it goals. The second part of the research will examine the children's books for the Early Childhood Education -from PNBE, particularly in early childhood (0-3 years) not only with respect to its narrative structure but also planning reading strategies to achieve readers. We also intend develop a theoretical and practical material that teachers can guide the future activities for teaching comprehension of literary texts, considering the specifics of learning of children and toddlers. (AU)