Abstract
This text results from the study in the scope of the Masters Degree in Educational Sciences - Pedagogical Supervision completed at a Portuguese University, and focuses on issues of early literacy in the kindergarten context. Given the importance of this problem, we sought to understand the way cooperating kindergarten school teacher and trainees can (or not) through interactions and reading practices, bring children's books, children's literature and children closer, by promoting the formation of early readers. Thus, we followed a case study methodology in order to show the reality of three contexts of supervision (A, B and C) concerning the approach to reading. According to the conclusions, it is clear that teaching pair C stands out in promoting a quantitatively and qualitatively rich environment regarding significant literacy experiences and reflecting a serious and steady investment in the promotion of reading and writing.
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