ABSTRACT This article presents the results of a comprehensive survey, carried out with 520 early childhood teachers from 68 Early Childhood Education (ECE) institutions located in the western region of the state of São Paulo, Brazil. The research aimed to verify the effects of the National School Library Program- PNBE – in the formation of readers. The PNBE was a government public policy to promote reading practice with young chiuldren from the beginning of the basic schooling stage (0–5 year-olds). Contradicting the intentions of the proposers of this policy, which was intended to distribute books and encourage reading, the research data indicate minimal circulation of Children’s Literature texts in institutions and the lack of knowledge of this material among educational managers. The outcome also points to the weaknesses in the initial and continued training of teachers as mediators of early childhood literary reading practices. The reflection presented in this paper points out the existing gap between what is proposed by public reading policies and actual practices implemented in schools concerning Literary Education in Early Childhood.

中文翻译：

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幼儿文学教育：承诺与交付之间的矛盾

摘要 本文介绍了一项综合调查的结果，该调查对来自巴西圣保罗州西部地区 68 家幼儿教育 (ECE) 机构的 520 名幼儿教师进行。该研究旨在验证国家学校图书馆计划 - PNBE - 在读者形成方面的影响。PNBE 是一项政府公共政策，旨在从基础教育阶段（0-5 岁）开始就促进年轻儿童的阅读实践。与该政策提议者旨在分发书籍和鼓励阅读的意图相反，研究数据表明儿童文学文本在机构中的流通极少，并且教育管理人员缺乏这种材料的知识。结果还指出了作为幼儿文学阅读实践中介的教师的初始和持续培训中的弱点。本文提出的反思指出了公共阅读政策提出的建议与学校实施的有关幼儿文学教育的实际做法之间存在差距。