Práticas e mediação pedagógica com foco na formação de leitores: contribuições dos gêneros literários para o desenvolvimento infantil na Escola Municipal Professor Afonso Maria de Paiva – MG.

This work focused on studying the effects of literary genres on children's education. To address and discuss the possibilities of answering the research problem, the general objective was to develop the implementation of continuing teacher training workshops focused on pedagogical mediation and strategies with literary genres for the formation of children's readers at the Professor Afonso Maria de Paiva Municipal School – MG. The need for teaching practices and mediation to achieve the research goals can be optimized for the consolidation of critical and reflective readers, considering the possibilities and pedagogical challenges to transform ingrained habits of casual reading into sequenced, guided, enjoyable reading integrated with writing. The methodology adopted relied on a qualitative approach, without dissociating itself from the necessary theoretical support of authors such as Candido (2011), Moreira and Balzan (2023), Zilbernan (2003), among others, who point to pedagogical practices and strategies capable of mobilizing students to interact with the magical and pleasurable world of reading. Given the possibilities implemented, it is hoped that the consolidation of reading practices through literary genres and teacher training can contribute to the development of procedures that provoke reflection and critical interpretation. The results highlight that the participating teachers recognize—sensitively and consistently—the value of literary genres beyond the mere instrumental function of teaching reading; they associate these genres with the flourishing of imagination, creativity, and the emotional development of children from their earliest years of schooling. It was concluded that investing in the continuing education of teachers regarding the mediation of literary genres is an investment in the quality of the reading experiences offered to children. When literature is understood as an aesthetic, cultural, and humanizing experience, mediated by intentional and sensitive practice, the school's potential to shape critical readers is expanded.