Bebeteca: engatinhando entre livros
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Data
2020-03-27
Autores
Motoyama, Juliane Francischeti Martins [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese, intitulada “Bebeteca: engatinhando entre livros”, está vinculada à Linha 2, “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação, da Faculdade de Ciências e Tecnologia (FCT) da Universidade Estadual Paulista (UNESP), de Presidente Prudente - SP. A bebeteca é um ambiente de leitura que abriga crianças pequenas, de zero a três anos de idade, com a função de aproximá-las das práticas de leitura e da função social da biblioteca, considerando as dimensões dos gestos embrionários de leitura: Espaço-temporal; Modal; Objetal e Relacional (GIROTTO; SOUZA, 2015). A partir de um estudo prévio, percebemos que no Brasil, no ano de 2018, existiam pouco mais de setenta escolas das redes de ensino públicas e particulares que contavam com tal espaço e, em nosso ambiente de estudo, eram apenas duas. Diante dessa realidade, consideramos a necessidade de estudar e de conhecer melhor as singularidades da bebeteca na formação dos bebês leitores, de modo a contribuir para expansão desses espaços. O objetivo principal desta pesquisa é caracterizar a configuração de bebetecas e de mediação de leitura a partir das etapas de desenvolvimento infantil e suas necessidades e verificar como as auxiliares de biblioteca escolar do sistema municipal de ensino participantes do curso de “Dinamização dos Espaços de Leitura” concebem/organizam espaço e acervo para coletivamente propor mudanças que construam uma bebeteca real. Os objetivos específicos são: investigar como o sistema de ensino de Presidente Prudente se posiciona no que diz respeito à formação do leitor, as bibliotecas escolares, Salas de Leitura e bebetecas, através do exame dos documentos produzidos pela SEDUC; analisar o uso e desenvolvimento de coleções para o primeiro ano de vida do bebê no município; pesquisar como as auxiliares de biblioteca escolar do sistema municipal de ensino participantes do curso de “Dinamização dos Espaços de Leitura” concebem/organizam espaço e acervo para coletivamente propor mudanças que construam uma bebeteca real. Metodologicamente, realizamos um estudo de caso no contexto do município de Presidente Prudente – SP, cujos sujeitos são auxiliares de bibliotecas escolares que atendem a etapa da educação infantil e participaram do curso “Dinamização dos Espaços de Leitura”. Fizemos uso do método dialético de análise para identificar as contradições dos materiais encontrados nas bebetecas, considerando que os bebês precisam aproximar-se da cultura letrada. Os resultados apontam para a necessidade de organizar os espaços de leitura que existem no município e para a melhora das práticas de formação realizadas com os pequenos. Direcionamos o olhar para a ergonomia dos móveis e para os apelos sensoriais dos materiais de leitura oferecidos às crianças. Por isso, indicamos que é preciso investir em materialidades específicas e em materiais de leitura com contraste de cores para atendimento dos bebês. Esta pesquisa é importante para repensarmos as práticas, as escolas que temos e as que queremos para o primeiro ano de vida da criança na cidade de Presidente Prudente – SP.
This thesis, titled “Baby’s first library: crawling among books” (‘Bebeteca’, from Portuguese bebe = baby + Greek ϑήκη/teca = depot), belongs to Line 2 of the Postgraduate Program in Education, School of Science and Technology (FCT), of Universidade Estadual Paulista (São Paulo State University) (UNESP) - Presidente Prudente campus, called “Formation Assessments, Teaching and Learning”. The baby’s first library is a reading environment in which houses infants and toddlers, from age zero up to three years, in the sole function of bringing them closer to the reading practices, and the social function of a library, considering the dimensions of the reading practice embryonic gestures: Time-space; Modal; Object and Relational (GIROTTO; SOUZA, 2015). From a previous study, we noticed that in the year of 2018, in Brazil, there were slightly more than seventy public and private schools that had the aforementioned room of a baby’s first library, and in our study place, there were only two. Facing this reality, we considered the necessity of studying and knowing better the singularities of a baby’s first library related to the building tof baby readers, in order to contribute to the expansion of these rooms. The main objective of this research is to describe the setting of a baby’s first library, the reading mediation stemming from the early childhood development stages and its needs, and to verify how the school library assistants in the local teaching system and participant schools in the “Dynamizing reading spaces” course offer space and collections to collectively pose changes that build a real baby’s first library. The specific objectives are: to investigate how the teaching system in Presidente Prudente position itself with the reader formation, school libraries, Reading Rooms and baby’s first libraries through a document examination organized by SEDUC (São Paulo State Education Department); to analyze usage and development of all library collections for the infant’s first year in the city; to research how the library assistants in the local teaching system and participant schools in the “Dynamizing reading spaces” course offer space and collections to collectively pose changes that build a real baby’s first library. Methodologically, we performed a case study in the context of the city of Presidente Prudente, São Paulo state, in which the subjects are library assistants who comprise the local early childhood education system and attended the “Dynamizing reading spaces” course. For the analysis, we used the dialectical method to identify the contradictions of the materials found in the baby’s first libraries, considering that the babies need to be brought closer to the literate culture. The results point to the necessity of organizing reading spaces that exist in the city, and better formation practices with the young ones. We directed our view to the furniture ergonomy, and to the sensory appeal in the reading materials offered to the young kids. Consequently, we suggest that it is paramount to invest in specific materiality and reading materials with color contrast to be in use for the babies. This research is important for us to rethink the practices, the schools we have, and the ones we want for the infant’s first year of life in the city of Presidente Prudente, São Paulo state.
This thesis, titled “Baby’s first library: crawling among books” (‘Bebeteca’, from Portuguese bebe = baby + Greek ϑήκη/teca = depot), belongs to Line 2 of the Postgraduate Program in Education, School of Science and Technology (FCT), of Universidade Estadual Paulista (São Paulo State University) (UNESP) - Presidente Prudente campus, called “Formation Assessments, Teaching and Learning”. The baby’s first library is a reading environment in which houses infants and toddlers, from age zero up to three years, in the sole function of bringing them closer to the reading practices, and the social function of a library, considering the dimensions of the reading practice embryonic gestures: Time-space; Modal; Object and Relational (GIROTTO; SOUZA, 2015). From a previous study, we noticed that in the year of 2018, in Brazil, there were slightly more than seventy public and private schools that had the aforementioned room of a baby’s first library, and in our study place, there were only two. Facing this reality, we considered the necessity of studying and knowing better the singularities of a baby’s first library related to the building tof baby readers, in order to contribute to the expansion of these rooms. The main objective of this research is to describe the setting of a baby’s first library, the reading mediation stemming from the early childhood development stages and its needs, and to verify how the school library assistants in the local teaching system and participant schools in the “Dynamizing reading spaces” course offer space and collections to collectively pose changes that build a real baby’s first library. The specific objectives are: to investigate how the teaching system in Presidente Prudente position itself with the reader formation, school libraries, Reading Rooms and baby’s first libraries through a document examination organized by SEDUC (São Paulo State Education Department); to analyze usage and development of all library collections for the infant’s first year in the city; to research how the library assistants in the local teaching system and participant schools in the “Dynamizing reading spaces” course offer space and collections to collectively pose changes that build a real baby’s first library. Methodologically, we performed a case study in the context of the city of Presidente Prudente, São Paulo state, in which the subjects are library assistants who comprise the local early childhood education system and attended the “Dynamizing reading spaces” course. For the analysis, we used the dialectical method to identify the contradictions of the materials found in the baby’s first libraries, considering that the babies need to be brought closer to the literate culture. The results point to the necessity of organizing reading spaces that exist in the city, and better formation practices with the young ones. We directed our view to the furniture ergonomy, and to the sensory appeal in the reading materials offered to the young kids. Consequently, we suggest that it is paramount to invest in specific materiality and reading materials with color contrast to be in use for the babies. This research is important for us to rethink the practices, the schools we have, and the ones we want for the infant’s first year of life in the city of Presidente Prudente, São Paulo state.
Descrição
Palavras-chave
Bebeteca, Educação Infantil, Primeiro ano de vida, Mediação, Bebê leitor, Acervo, Espaço, Baby library, Early childhood education, Early childhood, Mediation, Baby reader, Collection, Space