Abstract

FRONCKOWIAK, Fernanda Cruvinel  and  BARBOSA, Maria Carmen Silveira. EDUCATE FOR READING SINCE CHILDHOOD: THE POETIC VALUE OF VOCALITY AND IMAGINATION. ETD - Educ. Temat. Digit. [online]. 2021, vol.23, n.1, pp.157-176.  Epub June 24, 2022. ISSN 1676-2592.  https://doi.org/10.20396/etd.v23i1.8656086.

The relevance of formation practices for reading since childhood and the wish for conceiving them as a virtuous circle frequently collides into the intentionality of adult educational conceptions which transform the experience in a boring activity for the children. The voice phenomenologies, from Paul Zumthor, and the image phenomenologies, from Gaston Bachelard, evidence the poetic value of vocal act and imagination act for reading, which is based in the organicity of the poetic action of voice and the adult words, through which, without denying utterance and explanation values, and without being limited by them; underlines a narrow connection among body, language, and world in the formation processes, also the reader formation. Thus, the listening to shared reading transforms not only in potency to engender a desire for reading and writing but also in an opportunity for children to find, through the voice and the adult compromise, the human's experience that we have been producing and exteriorizing in oral and written records, including the literary ones. The idea of culture perceived just as a content - and conditioned to the boundaries of learning concepts - restricts the contribution that we can provide to the children for the constitution of other ways that they can understand knowledge; which includes, mainly, acquaintance about ways that they share their reading experiences.

Keywords : Reading; Education; Childhood.

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