Biblioteca pública e formação leitora na primeira infância: um estudo de caso do município de Alfenas-MG

Abstract

The circulation of books must be guaranteed as a right, enabling all children to develop linguistic and cognitive foundations that strengthen their relationship with the world and with themselves. In this process, children’s literature plays a key role, fostering imagination, emotional understanding, and autonomous development. Recognizing the essential role of public libraries in integrating children with books, this study aims to map, describe, and analyze libraries and/or public spaces in the municipality of Alfenas-MG, examining their functioning in terms of collections and strategies for promoting reading, especially for children. The theoretical framework draws on Editorial Studies (Farias; Fedatto, 2022), Literary Theory (Candido, 2011), Psychopedagogy (Simão; Albrecht, 2021), and Library Science (Castro; Almeida; Amorim, 2014). The results highlight aspects such as physical conditions, staff qualifications, accessibility, environment, collection organization, and practices to encourage early childhood reading. Despite the existence of a significant collection and trained professionals, structural weaknesses, lack of inclusive resources, and discontinuity in literary mediation practices persist. Therefore, it is concluded that more effective local public policies are needed to ensure full access to reading in early childhood.