READING IN EARLY CHILDHOOD IN GT 3 OF ENANCIB

Abstract

This study analyzes the relations between reading and early childhood in the scientific production of Working Group 3 – Mediation, Circulation, and Appropriation of Information of the National Association of Research and Graduate Studies in Information Science (ENANCIB), in the period from 2021 to 2025, based on a bibliographic, exploratory, and qualitative-quantitative approach. The study is grounded in the understanding of information as a human phenomenon of a sociocultural nature, as well as in contemporary discussions within Information Science on information mediation and appropriation. The results indicate a still incipient production on childhood within the analyzed scope, concentrated in the 2025 edition and with no specific studies addressing early childhood and literary reading in the investigated period. Although the research addresses themes such as information mediation, social inclusion, and information literacy, gaps persist regarding reading practices aimed at children from zero to six years old, as well as the articulation between literary reading and formative processes in childhood. From a theoretical perspective, reading is reinforced as an informational and cultural practice, embedded in processes of mediation and appropriation of information that begin before formal literacy. It is concluded that the articulation between reading and childhood constitutes a field under consolidation in Information Science, requiring greater theoretical, empirical, and methodological deepening, as well as interdisciplinary approaches that recognize early childhood as a central analytical category. Finally, the relevance of reading for human formation and for the realization of children’s rights in the context of integral protection is highlighted.