Inclusive Literary Mediation in Early Childhood Education: collaborative work between regular classroom teachers and multifunctional resource room teachers through picturebooks

Abstract

This article investigates inclusive literary mediation in early childhood education, emphasizing the collaborative work between regular classroom teachers and multifunctional resource room teachers in the pedagogical use of picturebooks. The research identifies a gap in Brazilian studies, which address in a fragmented way the relationship between literary mediation, subjectivity, and self-regulation of learning in inclusive contexts. The central objective is to propose an integrative conceptual model that articulates contributions from learning psychology, literary education, and inclusive educational policies. Methodologically, a critical and integrative review of national and international literature was conducted, considering authors who discuss reading development, the aesthetic and cognitive potential of picturebooks, and processes of subjectivation and self-regulation. The results indicate that collaborative literary mediation expands learning opportunities by fostering empathy, creativity, and engagement, strengthening self-regulatory skills essential to children’s integral development. The discussions highlight direct implications for educational policies, teacher training, and inclusive pedagogical practices, suggesting avenues for future research on the impact of the proposed model on learning and literary engagement in diverse contexts.