A literatura para bebês e a formação de professores no curso de Pedagogia - UEPG: os espaços, as experiências e os dizeres dos acadêmicos

Abstract

This research is constituted as a master’s thesis whose object is children’s literature in initial teacher education. The central problem of the study is: how is the Pedagogy program at UEPG preparing undergraduate students to become professionals capable of carrying out practices of mediating children’s literature in teaching with babies? In order to address this problem, the general objective is defined as: to understand the implications of the current curricula of the Pedagogy program at UEPG in the initial education of teachers to work with children’s literature for babies. Aiming to achieve this general objective, the following specific objectives were established: to map academic productions that address children’s literature for babies in initial teacher education; to identify whether/how children’s literature for babies is addressed in the current curricula of the Pedagogy program at UEPG; and to verify Pedagogy students’ understanding of the specificities of children’s literature for babies. The research adopts a qualitative, exploratory approach, being characterized as documentary, considering the analysis of the current curricular matrices of the Pedagogy program, and as field research, since it generates data directly with undergraduate students through an online questionnaire, seeking to identify gaps and potentialities in their initial education regarding children’s literature for babies. In addition, based on Warschauer (2017), Conversation Circles were organized with the aim of establishing a dialogue with the students about their own initial education concerning children’s literature for babies. Regarding the theoretical framework, authors such as Baptista (2017), Reyes (2010; 2017), López (2018; 2023; 2025), and Bonnafé (2008) were used. The documentary analysis focused on the investigation of two of the three current curricula in the program, since one of them differs only in the workload allocated to extension activities. The results indicate that in one of them there are significant gaps regarding babies and practices involving children’s literature for them, while in the other it is possible to observe potential for advancement. However, when analyzing the students’ responses to the questionnaire and the dialogues that emerged from the Conversation Circles, it was possible to perceive that in both current curricula of the Pedagogy program, the understanding of the potential of babies and the conception of children’s literature as art and an inalienable right present weaknesses, thus constituting an important space for further research, listening, and problematization.