Reading Curriculum in early childhood education and early elementar school: a focus on literary books

Abstract

The study presented here aims to discuss the organization of a reading curriculum in which reading becomes one of the rights established by the National Common Curricular Base (BNCC) in early childhood education and occupies a place of excellence in the early years of elementary school. Current reading practices across different grades often involve a single book and seek a single answer, resulting in oral, collective, and interrupted reading that maintains traditional school methods. This proposal envisions a reading curriculum that ensures the right to read and write from a young age, based on established criteria and premises where experiences and practices contribute to knowledge construction. This requires organization, planning, intentionality, teacher training, and established public policies. At this historical moment, the focus for initiating the organization of a reading curriculum will be literary reading and its possibilities in forming readers. The corpus consists of reading practices analyzed during the doctoral period and literary works to consider for the curriculum. Research operations include analyzing the relationship between reading practices, analyzing children's literature books, and conducting bibliographic studies as a methodological choice. The research is anchored in contributions from Cultural History (CHARTIER, 2001), everyday practices (CERTEAU, 2007), reading as public policy (CASTRILLÓN, 2011) for human and citizen formation (PETIT, 2013), and the relationships between text, image, and medium (NIKOLAJEVA & SCOTT, 2011) and (SALISBURY & STYLES, 2013)