Educar para ler desde a infância

Abstract

The relevance of formation practices for reading since childhood and the intention of conceiving them as virtuous circles frequently collides into the intentionality of adult educational conceptions which transforms the experience in a wearisome circle for the children. The voice phenomenologies, from Paul Zumthor, and the image phenomenologies, from Gaston Bachelard, evidence the poetic value of vocal act and imagination act for reading, which is based in the organicity of the poetic action of voice and the adult words, through which, without denying utterance and explanation values, and without limiting just to them; underlines a narrow connection among body, language, and world in the formation processes, also the reader formation. Thus, the listening to shared reading transforms not only in potency to engender a desire for reading and writing but also in an opportunity for children to find, through the voice and the adult compromise, the human's experience that we have been producing and exteriorizing in oral and written records, including the literary ones. The idea of culture perceived just as a content - and conditioned to the boundaries of learning concepts - restricts the contribution that we can provide to the children for the constitution of other ways that they can understand knowledge; which includes, mainly, acquaintance about ways that they share their reading experiences.