Literary Education in early childhood: contradictions between what is promised and what is delivered

ABSTRACT

This article presents the results of a comprehensive survey, carried out with 520 early childhood teachers from 68 Early Childhood Education (ECE) institutions located in the western region of the state of São Paulo, Brazil. The research aimed to verify the effects of the National School Library Program- PNBE – in the formation of readers. The PNBE was a government public policy to promote reading practice with young chiuldren from the beginning of the basic schooling stage (0–5 year-olds). Contradicting the intentions of the proposers of this policy, which was intended to distribute books and encourage reading, the research data indicate minimal circulation of Children’s Literature texts in institutions and the lack of knowledge of this material among educational managers. The outcome also points to the weaknesses in the initial and continued training of teachers as mediators of early childhood literary reading practices. The reflection presented in this paper points out the existing gap between what is proposed by public reading policies and actual practices implemented in schools concerning Literary Education in Early Childhood.

KEYWORDS:

• Early childhood education
• public policies for reading
• training for teaching
• reading
• provision of books for children

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. In Brazil, the first cycle of Basic School is called Early Childhood Education and serves children from 0 to 5 years old. Early childhood education is subdivided into 2 stages: nursery that receives children from 0 to 3 years old and pre-school that serves children from 4 to 5 years old.

2. Embryonic gestures and actions of the act of reading are gestures and actions made by children who do not yet read conventionally. They are gestures carried out during practical experimentation with the book object in dialogical situations, where children’s references concerning behaviors, procedures and attitudes come from a more experienced reader who gives material form to the embryonic gestures and actions of reading; the basis for the act of reading.

3. The Education Allowance is a social contribution aimed at financing programs, projects and actions targeted at public basic education, as provided for in the 5^th paragraph of article 212 of the Brazilian Federal Constitution of 1988.

4. Parlendas are little verses with childhood themes that are recited in children’s games. They are also used by adults to rock, entertain and distract children.

Additional information

Funding

This is a scientific research study financed by FAPESP - Fundação à Pesquisa do Estado de São Paulo (São Paulo State Research Foundation) in partnership with FMCV - Fundação Maria CecíliaVidigal (Maria CecíliaVidigal Foundation.