Children's literature and training of childhood teachers

Abstract

This text aims to reflect on theoretical and methodological elements directed to thinking about the necessary awareness of the professional working in classes of Early Childhood Education, especially regarding the choices of literary books and reading attitudes. This intentionally organized process involves actions prior to reading for children and has a key value in the success of potentially humanizing pedagogical work, that can forgethe birth of effective aspects of reader modes from an early age without addressing early literacy, but focusing on access to material assets of historically accumulated human culture and on the child's active relationship with children's literature. Our theoretical-methodological reflections are based on the principles of Historical-Cultural Theory to support the development of higher psychic functions and specifically human qualities in children; we also use Bakhtin's ideas regarding the appropriation oflanguage. We hope that this text will contribute to the practice of teachers in relation to reading, because, although there is much research in this area, when we see the national indexes on the formation of readers and writers, we have overwhelming results, because children are in school, but the school has not yet figured out how to create subsidies for creating people involved in reading and writing outside the surrounding walls.