Early childhood reading: a subject generating practice

Abstract

In the last two decades, Brazil has experienced a series of changes in its education system seeking to contribute to the quality of education and the increase in learning rates. Despite all efforts, the results appear to remain below expectations, especially in terms of reading. In the process of collaborating in the task of arousing interest in books, developmental psychology, based on the studies of Jean Piaget and Lev Vygotsky, becomes a rich tool for the teacher in the classroom, especially even in the first childhood. In this sense, the present study aimed to observe the first contacts of a child with the book and to raise hypotheses about the impacts that this practice causes when minors are exposed to reading activity from an early age. This way, the research unfolds under the bias of the inductive method, since this part of the observation of facts or phenomena whose causes we want to know, and of a qualitative approach, due to its subjective analysis. With the observation of the classes, it was possible to verify that the children really perpetrate the entire theoretical development process described by both Piaget and Vygotsky; emphasizing the fusion of both theories at a given time, supporting the importance of the union of knowledge. It was concluded, therefore, that the knowledge and didactics of the mediating teacher make all the difference in the process of training a reader and, consequently, in the type of human being that will be inserted in social life.