O Lúdico do livro-brinquedo e as vivências literárias na educação infantil: um estudo em dois espaços educativos nos territórios quilombolas de Igaruçu – MA e Santa Rita do Vale - MA.

Abstract

The present research, entitled “The Playfulness of the Toy Book and Literary Experiences in Early Childhood Education: A Study in Two Educational Spaces in the Quilombola Territories of Igaruçu – MA and Santa Rita do Vale – MA” was developed under the Graduate Program in Basic Education Teaching Management (PPGEEB/UFMA). The study aims to reflect on the research object “the playfulness of the toy book in the quilombola context”, based on proposals developed from the cultural heritage of communities descended from quilombos. The general objective was to construct playful literary practices that promote the appreciation of ethnic racial relations among children through the toy book in educational spaces within quilombola territories, with the ultimate goal of developing a Handbook of Playful and Literary Guidelines. Methodologically, this study follows a qualitative approach, with technical procedures initially based on a literature review, incorporating contributions to the state of the art. In this regard, thesis and dissertations published between 2017 and 2021 were analysed and extracted from the Coordination for the Improvement of Higher Education Personnel (CAPES) database using the following keywords: children's literature, literary reading, and toy book. In the second phase of the research, questionnaires were distributed via Google Forms to educators, most of whom are part of the Teacher Training Groups for Children Aged 4 to 5 within the National Commitment to Literate Children / Early Childhood Education Literacy and Writing Training Program (LEEI). Additionally, pedagogical interventions included interviews with teachers and school directors in the schools selected as research sites. Subsequently, playful literary practices were proposed, focusing on ethnic racial relations with and for children in these educational spaces. Data generation instruments included observation, field diaries, and photographic records. The collected data were analyzed collectively and organized into tables, supported by readings and reflections on the research findings. These analyses informed the development of the Educational Product, a Handbook of Playful and Literary Guidelines, aimed at facilitating the mediation of books as toys to enhance ethnic racial awareness through multiple forms of expression, including the toy book (interactive/artisanal books) creation process. Through this research, we seek to contribute to children's learning rights and foster their holistic and comprehensive development through literary experiences.