Banca de DEFESA: FRANCISCA CRISTIANE CAVALCANTI DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCA CRISTIANE CAVALCANTI DA SILVA
DATE: 27/08/2026
TIME: 14:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Early Childhood Education; Literature; Mediation; Literary reading; Meanings

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This Master's thesis aimed to analyze the mediation of literary reading in the construction of meaning by children in early childhood education. We understand language as a defining characteristic of the human being as a historical-cultural subject. Through language, we are able to construct meaning and record what endures in the world as a human phenomenon. The word is the raw material of literature—a creative endeavor that communicates the world to its readers and recipients. According to Candido (2011), literature is a fundamental asset, regarded as an inalienable human right due to its indispensable role in humanization. Literature is defined as a universal phenomenon reflecting the feelings, beliefs, and values of societies, serving simultaneously as a form of expression, knowledge, and aesthetic construction. The study adopts principles of the qualitative approach outlined by Bogdan and Biklen (1994), integrated with propositions from L. S. Vygotsky (2007) and M. Bakhtin (2011) regarding research into human processes within the social sciences; it prioritizes the contexts in which data emerge, the relationships and meanings held by both researchers and participants, and the processes of description and interpretation as forms of meaning-making (Freitas, 2002). The research was conducted at a public early childhood education institution in the municipality of Lajes, located in the semi-arid region of Rio Grande do Norte. The participants included the lead teacher, three caregivers, and 20 children from a "Period II" class (5-year-olds). To ensure ethical standards, the participants' identities have been protected through the use of pseudonyms. Data were gathered through participant observation, field journals, semi-structured interviews, and the implementation of 17 literary sessions conducted by the researcher, the teacher, and the caregivers. Literary experiences in early childhood education must ensure children's right to the aesthetic enjoyment of literature, fostering moments of pleasure, imagination, and meaning-making. Reading—understood as a practice that mediates one's understanding of the world—contributes to the development of subjectivity, sensitivity, and knowledge, viewing the child as an active cultural and social subject. In this process, children appropriate and reinterpret cultural meanings based on their own life experiences. It is the teacher's role to mediate the dialogue between the child and the literary work, encouraging the expression of opinions and experiences, while also selecting high-quality books and organizing the time and space to expand cultural repertoires and opportunities for engaging with literature.

COMMITTEE MEMBERS:
Externa à Instituição - CELIANE OLIVEIRA DOS SANTOS
Externa à Instituição - ADRIANA CAVALCANTI DOS SANTOS
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Interna - ***.150.444-** - ELAINE LUCIANA SOBRAL DANTAS - UFRN
Externa ao Programa - 1717416 - JACYENE MELO DE OLIVEIRA ARAUJO - null