READING MEDIATION AS A PEDAGOGICAL RESOURCE: DIALOGUES BETWEEN LOCAL PRACTICE AND THE NATIONAL PANORAM (2014)

Abstract

This work analyzes the importance of reading mediation as a pedagogical resource for the development of reading and writing in Early Childhood Education, integrating itself into the Teaching & Languages ​​axis. The central objective is to investigate how the teacher's strategic performance influences children's reading behavior. The theoretical framework articulates the concepts of welcoming by Michèle Petit (2010) with the guidelines of the National Common Curricular Base (BNCC). Methodologically, it is a case study with a qualitative approach, carried out in a public Early Childhood Education institution in the interior of Maranhão in 2022, whose data were compared with the 6th edition of the Portraits of Reading in Brazil Survey (2024). The data collection instruments included questionnaires with teachers, participant observation, and photographic records. The results demonstrate that the teacher's influence is decisive, corroborating the national data that 53% of children between 5 and 10 years old read at the teacher's suggestion. It is concluded that strengthening active mediation and the teacher's participation in the development of the literary curriculum are essential for democratizing access to books.