DOI:
https://doi.org/10.14483/22486798.20468Publicado:
2023-09-07Edição:
v. 28 (2023): Literatura e pedagogia: aprendizagem, formação e experiências. (Número Especial)Seção:
Literatura, educação e pedagogia: abordagens e tendênciasLeer con el cuerpo: una lectura corporeizada en Educación Infantil
Reading with the Body. An Embodied Reading in the Preschool Classroom
Palavras-chave:
educational research, literacy, reading research (en).Palavras-chave:
alfabetización, investigación pedagógica, investigación sobre la lectura (es).Downloads
Resumo (es)
Este artículo presenta una experiencia en un aula de Educación Infantil de un centro en desarrollo social de la ciudad de Sevilla (España), en ejecución de un proyecto de investigación para la mejora de la alfabetización multimodal (PID2019-104557GB-I00). Tomando como referencia las corrientes poshumanas y neomaterialistas, pensamos desde la teoría el evento ocurrido a partir de la lectura del álbum ilustrado El mejor libro para dibujar una vaca y que nos sirve para presentar el acto lector como un proceso de cocreación de nuevos significados y realidades a partir del enredamiento de los cuerpos desde la intensidad, conformando un assemblage. La no intervención adulta en este proceso de lectura favoreció además el surgimiento de artefactos que nos conducen a pensar en la consideración de los niños como un cuerpomente que coconstruye el significado en conjunto con todos los elementos humanos y más-que-humanos que forman parte de la acción y que coparticipan de ella a partir de la intraacción. Todo esto nos dirige hacia la necesidad de entender la alfabetización y la lectura desde una perspectiva mucho más participativa, en la que todos los elementos implicados (humanos y más-que humanos) cumplen un papel fundamental en la construcción de una realidad mucho más justa, con la consideración de todos los cuerpos y la facilitación de materiales que permitan la libre expresión y el desarrollo de la creatividad.
Resumo (en)
This article presents an experience carried out in a preschool classroom at a school located in a social development area in Sevilla (Spain). The research is carried out within the frame of a research project to improve multimodal literacies (PID2019-104557GB-I00). Taking the posthuman and neomaterialist scopes as a reference, we think with the theory the event occurred from the reading of the book The best book to draw a cow. This event serves us to present the reading act as a process for the co-creation of new meanings and realities, becoming an assemblage, as a result of the entanglement of the bodies and the intensity. The lack of adult intervention during the process also contributed to the creation of artifacts. This makes us think of the child as a bodymind who co-builds the meaning together with all the human and more-that-human elements that take part within the action and that co-participate in it from the intra-action. This leads us to the necessity of understanding the literacies process and the reading act from a pretty much participative perspective. Every implied element (human and more than human) plays a main role in the construction of a more egalitarian reality, taking everybody into consideration and facilitating materials that allow free expression and the development of creativity.
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