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A literatura infantil na prática pedagógica na educação de infância: práticas de mediação e promoção de aprendizagens
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Resumo(s)
O presente Relatório de Estágio, desenvolvido no âmbito da Prática Educativa Supervisionada em creche e educação pré-escolar, insere-se numa investigação de natureza investigação-ação, centrada na seguinte questão: de que forma a mediação da literatura infantil pode promover o envolvimento, o bem-estar e o desenvolvimento das crianças em contexto de educação de infância?
Partindo do reconhecimento da literatura infantil como um espaço de elevado potencial formativo, procurou-se compreender as condições que favorecem o seu impacto efetivo nas práticas educativas. A intervenção pedagógica desenvolvida evidenciou diferenças significativas entre os contextos: em creche, o principal desafio prendeu-se com a integração dos livros no quotidiano das crianças e com a necessidade de desconstruir conceções pré-existentes; em educação pré-escolar destacou-se a necessidade de promover o interesse e o envolvimento das crianças nas experiências de leitura.
Através da implementação de estratégias de mediação diversificadas e intencionais, foi possível observar uma evolução ao nível do envolvimento, da participação e do interesse das crianças pela leitura, confirmando o papel determinante do educador enquanto mediador da leitura literária. Os resultados evidenciam que o contacto com a literatura, por si só, não garante experiências significativas, sendo essencial a qualidade da mediação, a organização do ambiente educativo e a adequação às características do grupo.
Conclui-se que a literatura infantil, quando integrada de forma intencional, sensível e articulada com os interesses das crianças, constitui um espaço para a experiência estética, simbólica e ética necessária para o seu desenvolvimento global e integral, assumindo-se como elemento estruturante da prática pedagógica em educação de infância.
This Internship Report, developed within the scope of Supervised Educational Practice in daycare and preschool settings, is part of an action-research study focused on the following question: how can the mediation of children’s literature promote children’s involvement, well-being, and development in early childhood education contexts? Based on the recognition of children’s literature as a resource with strong formative potential, this study aimed to understand the conditions that enhance its effective impact on educational practices. The pedagogical intervention carried out revealed significant differences between the contexts: in daycare, the main challenge was integrating books into daily routines and deconstructing pre-existing conceptions, whereas in preschool, the need to promote children’s interest and involvement in reading experiences became more evident. Through the implementation of diverse and intentional mediation strategies, it was possible to observe a clear improvement in children’s involvement, participation, and interest in reading, confirming the educator’s key role as a mediator. The findings show that contact with literature alone does not guarantee meaningful experiences; rather, the quality of mediation, the organization of the learning environment, and its adaptation to the characteristics of the group are essential. It is concluded that children’s literature, when integrated in an intentional, sensitive manner and aligned with children’s interests, constitutes a space for aestethic, symbolic and ethical experience, essential for holistic na integral development, assuming a central role in early childhood pedagogical practice.
This Internship Report, developed within the scope of Supervised Educational Practice in daycare and preschool settings, is part of an action-research study focused on the following question: how can the mediation of children’s literature promote children’s involvement, well-being, and development in early childhood education contexts? Based on the recognition of children’s literature as a resource with strong formative potential, this study aimed to understand the conditions that enhance its effective impact on educational practices. The pedagogical intervention carried out revealed significant differences between the contexts: in daycare, the main challenge was integrating books into daily routines and deconstructing pre-existing conceptions, whereas in preschool, the need to promote children’s interest and involvement in reading experiences became more evident. Through the implementation of diverse and intentional mediation strategies, it was possible to observe a clear improvement in children’s involvement, participation, and interest in reading, confirming the educator’s key role as a mediator. The findings show that contact with literature alone does not guarantee meaningful experiences; rather, the quality of mediation, the organization of the learning environment, and its adaptation to the characteristics of the group are essential. It is concluded that children’s literature, when integrated in an intentional, sensitive manner and aligned with children’s interests, constitutes a space for aestethic, symbolic and ethical experience, essential for holistic na integral development, assuming a central role in early childhood pedagogical practice.
Descrição
Palavras-chave
Literatura infantil Mediação pedagógica Envolvimento Bem-estar Educação de infância Children’s literature Pedagogical mediation Involvement Well-being Early childhood education