The readings space of children and the reading of spaces by children: the case of a CMEI in Natal-RN

Abstract

This article aims to analyze the spaces of reading and the reading the spaces of the children, from a critical perspective. For this purpose, methodological procedures were performed: interviews, systematic observations and photographic records. These research instruments were used with children of Level IV of Preschool of a Municipal Center of Childhood Education (CMEI) located in Capim Macio, Southern Zone of the city of Natal, RN, Brazil. The results show that children often reduce reading to reading of words. Few can perceive the act of reading as reading the world. Majority of them restrict their spaces of reading to school and home. For other children, reading goes through spaces: "under the bed, everywhere, on the tables of the room and in the bed". Reading the world of children shows that most of them do not have the support of family members at home for the act of reading the word. This fact increases the importance of the teachers of the schools in working the act of reading the word and the world. We defend the thesis that how bigger the habit of reading the word, how bigger the diversity of children's spaces of reading, major quantitatively and qualitatively the reading they will have of the world, the reading of space. However, the text and context of the children studied, which is the socioeconomic situation of must Brazilians children, the reading of the word and the reading spaces are restricted.