Literary text understanding by children education students

Abstract Considering the act of reading as an interactive place in which the reader constructs meanings, the present study aimed at investigating the comprehension of literary texts by students of early childhood education, based on the discursive interactions developed between them in reading situations. Participants were twenty students from the last year of an early childhood education class of a public school, as well as their respective teacher. For this, eight videographies of the moments of circle reading were made. Then, an analysis of the communicative exchanges between the interlocutors was developed (dialogical analysis of the discourse based on the theoretical categories of positioning and responsiveness). It was observed that the teacher used strategies that favored the engagement of the children in the search for the understanding of the texts, generating amplification / change of meanings.