A TEORIA HISTÓRICO-CULTURAL E O PROCESSO DE MEDIAÇÃO DE LEITURA LITERÁRIA: A organização da prática pedagógica na Educação Infantil

• Ano de defesa: 2025
• Autor(a) principal: SILVA, Andréa Carolina Nascimento
• Orientador(a): VITURIANO, Hercília Maria de Moura
• Banca de defesa: VITURIANO, Hercília Maria de Moura , COSTA, Cristiane Dias Martins da , SOUZA, Renata Junqueira de , MELO, José Carlos de , MARTINS, Leoneide Maria Brito
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Educação Infantil; Leitura Literária; Mediação; Teoria Histórico-Cultural
• Palavras-chave em Inglês: Child education; Literary Reading; Mediation; Historical-Cultural Theory
• Área do conhecimento CNPq: Educação Pré-Escolar
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6430

The research entitled HISTORICAL-CULTURAL THEORY AND THE PROCESS OF MEDIATION OF LITERARY READING: the organization of pedagogical practice in Early Childhood Education was constituted together with the Postgraduate Program in Management of Teaching in Basic Education (PPGEEB), Professional Master's Degree of the Federal University of Maranhão (UFMA). It assumes as its central question: Which assumptions of the Historical-Cultural Theory can subsidize the process of mediation of literary reading with children in Early Childhood Education - 4 and 5 years old - from a humanizing perspective? Thus, we established as a general objective: To understand, based on the assumptions of the Historical-Cultural Theory, the importance of literary reading in Early Childhood Education, with a view to developing a guide containing subsidies for the organization of literary reading mediation sessions from a humanizing perspective. And as specific objectives we defined: To situate the conceptions of Early Childhood Education, child, language, literary reading and mediation based on the assumptions of the Historical-Cultural Theory and its relationship with the research context; To identify the conceptions and practices of the collaborating teachers regarding the mediation of literary reading in the investigated context; To analyze the relationships and perspectives for implementing situations of mediation of literary reading from a humanizing perspective in the research field; To elaborate, collaboratively with the teachers, a guide containing subsidies for the organization of mediation sessions of literary reading from a humanizing perspective. The research was constituted as an Intervention in Education substantiated in the Qualitative analysis of the Collaborative type. The research field is an Early Childhood Education institution in the city of Paço do Lumiar/MA. The collaborators were two Early Childhood Education teachers who work with children aged 4 and 5 (Infantil II) and a pedagogical coordinator. The research was based on the theories of Vygotsky (1978, 1987, 1988, 1993, 1995, 1996, 2000, 2001, 2006, 2007, 2008, 2009), Luria (1979), Leontiev (1978, 1988, 1998, 2001, 2004) and the productions of Mello (2000, 2002, 2003, 2005, 2006, 2007, 2010, 2012, 2016). For the discussion on literary reading, the main sources were: Bajard (2002, 2012), Cândido (2004, 2011), Cosson (2014, 2021, 2022), Colomer (2007, 2017), Jolibert (1994), Souza (2004, 2012, 2019), Girotto (2015, 2016) and other relevant studies on language and literary reading in early childhood. Our findings showed that, based on the theoretical framework assumed in this study, it is possible to develop the process of mediating literary reading with children in Early Childhood Education from a humanizing perspective, since we become human based on the relationships we establish with the world and with cultural objects throughout history.