How important is reading to babies and what are its specificities? Based on this guiding
question, the first part of this research aims to analyze the academic production
published in the form of theses and dissertations in Education, from 2016 to 2018,
which had as its object literary reading for babies and children up to three years.This
is a bibliographical research, whose focus is the theses and dissertations registered in
the CAPES Biblioteca Digital de Teses e Dissertações (BDTD). Literary reading with
babies and children up to three years of age has gained greater space for discussion
in recent years, although there are still few theses and dissertations dedicated to the
topic, especially in the North Region. In addition to the survey and considering this lack
of research dedicated to the object, we sought to understand how, in school practices,
reading moments with children up to three years of age occur in a daycare center in
the city of Manaus.To produce research data, we carried out semi-structured interviews
with one of the teachers at the selected daycare center, in addition to participatory
observation. Data analysis was based on the contributions of the Philosophy of
Language, seeking to observe, in the statements produced by the teacher, which
concepts guide her work involving literary reading. The results point to practices that
are consistent with what the literature on the subject indicates, positioning children as
subjects of enunciation.
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