Literatura infantil: a prática pedagógica e a formação do pequeno leitor

Abstract

In this work, a reflection will be made about literature in the classroom as a fundamental element in the process of appropriation of knowledge and its contribution to the formation of the little reader. The focus is to show how work with literature is developed in the classroom as the driving force of the process of development and learning in the formation of the reflective reader. In this sense, the research brings to light the fundamental ideas of the different roles that literature can exert in the transformation of the little reader, through the discoveries of the reading world. Starting from this understanding, we have as general objective: to understand how the work with literature in the classroom favors the formation of the reflective reader in the 2nd year of elementary school. And as specific objectives: a) Verify how the PPP contemplates the process of formation of the reflective reader through the literature; b) Analyze if the work with the literature developed in the classroom has its actions based on the formation of the reflective reader; c) Notice if books used in the classroom are in accordance with the stage of teaching. To meet these objectives, we adopted some data collection procedures of the qualitative approach, seeking to learn a little about the reality of the work with children's literature in the school context. As support for data analysis, we chose a theoretical framework based mainly on authors such as Coelho (2000), Zilberman (1988) and (2003), Pimentel (1998), who approach the conceptualization and history of children's literature, the importance of reading in the school for the formation of the reflective reader, making articulation between them. Thus, this research can contribute as a space for reflection, because through it, some pedagogical practices can be improved.