A contribuição da mediação literária para o desenvolvimento da criação e imaginação de crianças na creche

Abstract

The general objective of this research was to investigate the contribution of literary mediation to the development of imagination and creativity in children attending daycare centers. The specific objectives were to observe the benefits of a reading routine based on mediation and the challenges of implementing it in the classroom, as well as to describe the processes of imagination and creativity as they unfold through the promotion of children's literature. The study emphasized the importance of providing access to books during early childhood. This is a qualitative study grounded in bibliographic and theoretical foundations. We conducted a bibliographic survey on the topic using the Oasis Brasil platform. Fieldwork took place over the course of one month at a public daycare center in the municipality of Tabatinga, Amazonas. During reading sessions involving literary mediation, we observed the children's attitudes and listened to their narratives regarding selected children's books—chosen based on criteria of bibliodiversity to include classic, contemporary, Black, and Indigenous literature. We found that children who expressed themselves organized ideas from their past experiences alongside new information provided by the mediated story, thereby creating new scenarios. This demonstrates that children use their experiences to imagine and create, confirming Vygotsky’s (2009) findings that children construct knowledge based on what they already know from their cultural and social contexts.