LITERARY READING IN PRESCHOOL

EXPERIENCES OF RIGHTS THROUGH CORDEL

Abstract

This study primarily aims to discuss the inclusion of cordel poetry in preschool education by reflecting on this literary genre in relation to learning rights. The objective is to foster experiences in which children actively engage in reading practices within the school environment. The study also examines the role of teacher mediation in reading and storytelling activities with young children, viewing it as an educational practice capable of stimulating their interest as readers of cordel literature—specifically focusing on the pamphlet Chapeuzinho pela Estrada Afora by the poet Anne Karolinne. The research adopts a qualitative approach, with no quantitative intent. The theoretical framework regarding mediation is grounded in Munita (2024); concerning cordel poetry, in Pinheiro (2018) and Souza and Wanderley (2023); and, with respect to reading and storytelling, in Busatto (2012). Methodologically, the study draws on Minayo (2010), as well as on official documents such as the Base Nacional Comum Curricular da Educação Infantil (Brazil, 2018), among other scholars. It is argued that cordel poetry, when integrated into the school context through effective pedagogical mediation, can enrich children’s development as readers and ensure that learning rights are meaningfully realized within educational settings.