Literatura e performance: cartas pedagógicas e incentivo à leitura na infância

Abstract

This dissertation results from a theoretical-practical investigation aimed at understanding the impacts of pedagogical letters and literary performance on encouraging reading and forming readers in Early Childhood Education. Developed at the Sesc – Sesquinho Early Childhood Education School in Bagé/RS, the research involved the participation of 18 children and their families, using a qualitative approach and autobiographical narrative methodology. Based on theorists such as Freire (1996; 1998), Zumthor (2007), and Abramovich (2009), the research articulated innovative pedagogical practices that integrate literature, reading, and performance, promoting children's protagonism and strengthening affective dialogue between school and family. The pedagogical letters emerged as mediating tools that connected children, families, and the school environment, creating spaces for meaningful interaction, critical reflection, and affective bonds. Used as dialogical practices, the letters not only strengthened the bonds among the participants but also fostered family engagement in children's reading experiences, enriching the educational process. Literary performance was integrated as a pedagogical tool that expanded children's imagination and stimulated creativity, enhancing their connection with literary texts. Data analysis was carried out through the organization and selection of fragments extracted from the 12 letters chosen for the research, which were categorized into two main categories for analysis. Each fragment was analyzed in units of meaning consistent with its categorization context, enabling the construction of reflections on educational practices and the interactions fostered by pedagogical letters and literary performance. The results highlight that these practices are powerful mediation tools that promote critical readers' formation, the re-signification of educational practices, and the strengthening of affective and cultural bonds between school, family, and community. It is concluded that pedagogical letters and literary performance offer a transformative perspective for Early Childhood Education, fostering collective learning, humanization, and children's protagonism.