A literatura infantil no processo de alfabetização e letramento no 1º ano do Ensino Fundamental

Abstract

The present work aims to investigate the possibilities and limits of children's literature in the process of literacy and literacy classes of 1st year of elementary school. The study will be developed in a Municipal Education Network located in the neighborhood Parque Industrial Mingone I in Luziânia (GO). For this, a field research was carried out based on qualitative, theoretical-empirical methodology and with the study of the Type State of Art. Its data collection instruments were the observation of classes, the diagnostic questionnaire, the structured interviews and the analysis of the Political Pedagogical Project of the field school, as well as analysis of theses and dissertations of productions published between 2010 and 2020 in the CAPES database for the type of State of the Art. A documental analysis of Brazilian legislation on education was also performed to understand the possibilities and limits of children's literature in the literacy and literacy process in a first-year elementary school class. Data analysis was used for data triangulation (BORTONI-RICARDO, 2008; YIN, 2001). The study was based on the theoretical contributions of: Soares (2002; 2005; 2009; 2020), Freire (1987; 1989), Ferreiro and Teberosky (1985), Abramovich (2009), Cosson (2014), educational legislation, among others. The results achieved indicate that there are several possibilities to work children's literature together with literacy and literacy, as it arouses the pleasure of reading, encourages dialogue and interaction with the story told, in which it helps in the reflection of writing. It was also noticed that the lack of the reading corner in the classroom and the lack of library in school configure limits for literacy and literacy of children in the 1st year of elementary school using children's literature.