O PROFESSOR COMO MEDIADOR DAS LEITURAS LITERÁRIAS NAS TURMAS DA EDUCAÇÃO INFANTIL

Abstract

This work, through bibliographic research, supported by authors such as Machado (2002), Riter (2009) and Faria (2004), aimed to understand the importance of mediation as a stimulus for the practice of literary reading, the strategies that the teacher / mediator can use it to make the moment of reading more meaningful and its contribution to the formation of the students. Considering the teacher / mediator as a means so that through mediation strategies it can awaken knowledge, enable and stimulate reading in childhood to form adult readers, since it is not just reading, but understanding and understanding what is read. By creating and recreating storytelling ways, the teacher is being a bridge for children to develop beyond their reading habits their learning skills.