E agora, minha gente, uma história eu vou contar: experiências de formação de leitores no berçário

Abstract

This course conclusion work aims to investigate and analyze the extent to which the pedagogical projects that contemplated literary reading developed in the classes of Nursery I and II allowed the interaction between children and books, considering whether such activities corroborated for the construction of a habit reader and assisted in the reading training of these students. In order to obtain these answers, we analyze the three reading projects: Eu conto, tu recontas, nós nos encantamos, cantinho do Era uma vez... and the Sacola Viajante that were applied in a private school of Infant Education of Bagé/RS, during the nine months of the academic year of 2017. These actions provided us with data acquired through instruments for collecting and recording information, such as the notebook accompanying the Sacola Viajante and the researcher's journal, which we also analyze, considering the concepts and the assumptions derived from bibliographic research. From this, the results obtained lead us to conclude that, yes, literary reading projects in nursery classes allow interaction with books and contribute to the formation of reading habits.