O papel da literatura infantil no letramento literário nos anos iniciais do ensino fundamental: percepção dos docentes

Abstract

Throughout history, children's literature has been directly linked to a pedagogical character teaching something through stories. Based on this knowledge, this research sought to investigate the impact of children's literature on literary literacy for early years students. In this way, we define the research problem: What is the role of children's literature in the literary literacy of students in the early years of Elementary School? This study has the general objective: Investigating the role of children's literature in the literary literacy of students in the early years of Elementary School in the perception of pedagogical teachers. For the theoreticalmethodological foundation, we had the support of the authors: Carvalho (2016), Bardin (2017), Soares (2009), Flick (2008), among others who contributed significantly to the investigation process of this research. For this study, we chose to work with qualitative research as it is capable of providing knowledge of variations in the phenomena researched in their locus of events. Field research was carried out in two schools, with 04 teachers who work in the initial years of Elementary School in the municipal network in the city of Piripiri – PI. Finally, we came to understand the essential role of children's literature in the literary literacy process of students in the early years of Elementary School. It was noticeable in the investigation that reading, children's literature and literary literacy, requires an inseparability between the elements and the development of students' literary mastery.