TEACHER TRAINING AND THE READING CORNER AS A STRATEGY TO ENCOURAGE READING HABITS IN THE EARLY YEARS: A COMMITMENT TO LITERACY

Abstract

Literacy and language development are fundamental processes for the integral education of children in the early years of elementary school, requiring pedagogical practices that promote reading, writing, and active participation in different social practices. In this context, the Reading Corner emerges as a relevant pedagogical strategy to encourage reading habits, expand children’s contact with different textual genres, and strengthen the construction of reading skills from the first years of schooling. This study aims to analyze the importance of teacher education and the pedagogical use of the Reading Corner as a strategy to encourage reading in the early years, relating this discussion to the guidelines of the National Common Curricular Base (BNCC) and the National Commitment to Child Literacy Program. The research is characterized as qualitative, descriptive, and exploratory, based on bibliographic review and analysis of pedagogical practices related to literacy processes. The results show that continuing teacher education plays a decisive role in the organization of literacy environments and in the implementation of more meaningful and intentional reading practices. Furthermore, it was found that the Reading Corner promotes the development of autonomy, imagination, oral language, textual interpretation, and interest in reading, contributing to a more dynamic, humanized, and contextualized learning process.However, challenges related to the lack of specific training, limited pedagogical resources, and the unsystematic use of these spaces in schools were also identified. It is concluded that strengthening teacher education and valuing the Reading Corner as a permanent pedagogical space are essential to promote more inclusive, critical, and meaningful literacy practices aligned with contemporary educational demands.