Books, meetings and childhood: literary reading in teacher training

Abstract

This work aims to reflect on literary reading in teacher training. To this end, it analyzes experiences of reading picture books for children in different teacher training courses. Written in the first person, it is the result of the "walking toward oneself" movement proposed by Marie-Christine Josso, resulting in an awareness of the events and encounters of a life trajectory and training, which constitute the references that support this practice. Initially, it reflects on literature and teacher training. Next, it presents concepts about picture books for children. In the third part, it narrates three reading experiences with undergraduate, graduate, and extension classes. Finally, it presents concluding remarks. The experiences narrated allow us to reflect on how literary reading—especially picture books—in teacher training can be powerful for thinking, feeling, playing, and creating connections.