Literature and babies teaching

reading and loving as childhood

Abstract

The essay addresses words’ pedagogical gesture in the interaction between adults, babies and young children in the early childhood school setting. It departs from an aloud literary reading experience with teachers from the municipal education system in a Rio Grande do Sul’s town to affirm the potency of vocality in the encounter with the lively word during the pedagogical formation, highlighting the aesthetic and poetic experience of meanings production that escape the order of analysis when speaking of the body's language that lives and experience the world with its resonances and imagetic repercussions. Bachelard and Zumthor’s phenomenologies supports the methodological option for the essay form to retain the lived experience from the written memory at each literary reading encounter with young children’s teachers. The aloud literary reading experience contributes to reflect the educational relevance of promoting imagination as a value in the early childhood school in which teaching assumes the possibility of provoking the action of imagining in playing with words and with literary images. Imagination as a value for early childhood schooling favors playful environments of listening to daydreams and bathed in language that can be offered to children.