dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorSpecific Didactics/ Universitat de Lleida / Lleida / Espanha
dc.date.accessioned2021-06-25T10:16:02Z
dc.date.accessioned2022-12-19T22:05:29Z
dc.date.available2021-06-25T10:16:02Z
dc.date.available2022-12-19T22:05:29Z
dc.date.created2021-06-25T10:16:02Z
dc.date.issued2020-01-01
dc.identifierEarly Years, v. 40, n. 4-5, p. 531-544, 2020.
dc.identifier1472-4421
dc.identifier0957-5146
dc.identifierhttp://hdl.handle.net/11449/205478
dc.identifier10.1080/09575146.2020.1833181
dc.identifier2-s2.0-85096192214
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5386076
dc.description.abstractThis article presents the results of a comprehensive survey, carried out with 520 early childhood teachers from 68 Early Childhood Education (ECE) institutions located in the western region of the state of São Paulo, Brazil. The research aimed to verify the effects of the National School Library Program- PNBE–in the formation of readers. The PNBE was a government public policy to promote reading practice with young chiuldren from the beginning of the basic schooling stage (0–5 year-olds). Contradicting the intentions of the proposers of this policy, which was intended to distribute books and encourage reading, the research data indicate minimal circulation of Children’s Literature texts in institutions and the lack of knowledge of this material among educational managers. The outcome also points to the weaknesses in the initial and continued training of teachers as mediators of early childhood literary reading practices. The reflection presented in this paper points out the existing gap between what is proposed by public reading policies and actual practices implemented in schools concerning Literary Education in Early Childhood.
dc.languageeng
dc.relationEarly Years
dc.sourceScopus
dc.subjectEarly childhood education
dc.subjectprovision of books for children
dc.subjectpublic policies for reading
dc.subjectreading
dc.subjecttraining for teaching
dc.titleLiterary Education in early childhood: contradictions between what is promised and what is delivered
dc.typeArtículos de revistas


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