BOOKS THAT HELP YOU THINK AND TALK –

The perspective of children’s teachers in Early Childhood Education

Abstract

Based on a socio-interactionist conception of reading, research with teachers (NASCIMENTO, 2009; 2012; 2021; BRANDÃO, BEZERRA, SILVA, 2021) has highlighted the importance of choosing a literature book as a cultural artefact for mobilising conversations with children about the text and the themes it raises. This observation is based on the idea that reading and talking in story circles can provoke reflections that broaden children's perspectives, fuelling their imagination and building a more reflective view of the world and themselves. Considering that reading for pleasure is not opposed to intentional pedagogical action, in this article we seek to explore the following question: which books can help pre-school children exercise critical and creative thinking in reading sessions? With this in mind, we asked three teachers who work in public institutions in Recife with children aged between 4 and 6 and who regularly plan and conduct reading and conversation sessions with their groups, to select some books. The books recommended by the teachers were analysed and divided into three categories: texts in prose or verse that can mobilise different points of view; picture books that explore the creativity of thought and call on children to express themselves more directly; and books that encourage reflection on specific themes. In our analysis, we also observed the teachers' selection process as they refine their approach, taking into account the books they already know and appreciate, as well as the children's interests. We concluded that the 11 books chosen by the teachers had good graphic-editorial quality and the potential to mobilise children's thinking with questions to which there are no ready answers.