Percepções de professoras da educação infantil sobre a literatura de cordel: desafios e possibilidades para as práticas pedagógicas

Abstract

The purpose of this study was to understand the perceptions of Early Childhood Education teachers regarding ¿Cordel¿ Literature, its challenges, and possibilities for pedagogical practices in classrooms. In this regard, it begins with the following problem question: What are the perceptions of Early Childhood Education teachers about ¿Cordel Literature¿, its challenges and possibilities for pedagogical practices in the classroom? It begins from the assumption that pedagogical practices can be more significant for their students¿ learning if they can develop this genre within the scope of Children¿s Literature. It is based on Freirean conceptions and on theoretical references that address teacher training, especially for Early Childhood Education. Also used are specific references that deal with Children¿s Literature and Cordel Literature, and an analysis is made of legal documents that guide issues concerning Brazilian education and teacher education, both initial and continuing, especially focused on young children. The research uses a qualitative approach, through narrative interviews with teachers of Early Childhood Education, who teach in different schools (three public and one private). The content analysis technique is used, which helps to configure the data obtained in three dimensions of analysis: teacher training, professional experience, and school routine. Teacher training presents reflections on the initial and continuing education that teachers had in their schooling, showing that initial education presents weaknesses, especially in the Children¿s Literature area, and that it does not address Cordel Literature. In addition, it is emphasized that continuing education needs to be more encouraged by the education systems and by the different schools, so that professional learning strategies aimed at Early Childhood Education can be valued. Professional experience brings questions about how Early Childhood Education teachers develop literary reading in the classroom, facing challenges, but also visualizing possibilities for their classroom practices with ¿Cordel¿. School routine deals with teachers¿ choices regarding literary genres in the classroom, the organization of teaching work and teaching strategies. Among the main results, these stand out: 1st, initial training in undergraduate courses is fragmented, and the Education course includes Children¿s Literature only precariously, and does not even deal with the ¿Cordel¿ subject; 2nd, continuing education also contributes little to the teachers¿ training needs, as there are few courses on Children's Literature, and almost no contact with ¿Cordel¿ Literature; 3rd, there are many challenges to be faced, such as: The lack of knowledge on this topic, the lack of collections about ¿Cordel¿ in schools, and the lack of training on the didactic strategies to be developed; 4th, there are, however, many educational and didactic possibilities, in the sense of promoting the development of oral and written language (memory rewriting, adjustment reading, among others) and experiencing more meaningful learning. This study is expected to contribute to research related to the training of teachers and their pedagogical practices to consider a more problematic education, which points to an aesthetic and ethical dimension when considering cultural manifestations, and, above all, the autonomy of children in Early Childhood Education.