A representação do conflito da criança em "Marcelo, marmelo, martelo e outras histórias", de Ruth Rocha

Abstract

This study analyzes the development of the critical pre-adolescent reader through children's literature, focusing on the reading and writing process. The research highlights the work Marcelo, Marmelo, Martelo e Outras Histórias by Ruth Rocha as a significant example in stimulating reflection on language and communication. The book was chosen for its contribution to the development of students' expression and understanding of the world in elementary education. The study is justified by the importance of reading in the critical and emotional formation of students, proposing an analysis of how literature can be an effective pedagogical tool, promoting identity construction and the development of cognitive skills. The research uses a bibliographic methodology and the analysis of the work, with theoretical references from authors such as Caldin (2003), Barros (2013), Fernandes (2007), Lima (2021), Silva (2016), and Santos (2009). The results indicate that Ruth Rocha's work contributes to the formation of critical readers, being essential in the learning process. Moreover, the use of active methodologies in teaching literature proves to be effective for the students' holistic development.