AS AÇÕES DOS GRUPOS DE PESQUISA DE LITERATURA INFANTIL NO CAMPO DA PEDAGOGIA

Abstract

The aim of this study is to analyze the actions of Children's Literature and Early Childhood Education research groups in the Pedagogy courses at the universities surveyed, through the eyes of seven teachers and one higher education teacher who are leaders of the Children's Literature and Early Childhood Education research groups. It argues that the inclusion of research groups in Pedagogy courses can play an important role in initial teacher training. Methodologically, this is a qualitative investigation, based on semi-structured interviews with higher education researchers/teachers, with the consent of the Free Consent Form. The results indicate that the research groups have a strong extensionist bias, at the interface with research and teaching, highlighting continuing education. It also points out that the implementation of Children's Literature libraries within universities contributes to building up a literary repertoire and providing aesthetic experiences for students, with testimonies that literary training during graduation can bring contributions to the pedagogue and the children's audience. It concludes that the actions of the Children's Literature research groups can contribute to the training of the reading mediator in initial training, and may be one of the ways to transform the profile of the reader in our society.

Keywords: Early Childhood Education; Children's Literature; Initial Training; Pedagogy; Research groups.