Reflexões sobre o desenvolvimento criativo, imaginativo e emocional das crianças por meio da Literatura Infantil: Um olhar para a realidade prática de uma escola pública municipal de Campo Maior-PI

Abstract

Children’s Literature, a literary genre aimed at young audiences, plays a vital role in the development of imagination, emotional expression, creativity, and other essential skills in children. Its integration into student’s everyday experiences, particularly from early childhood education, fosters holistic development and encourages children to become lifelong readers. In this context, the present study focuses on the analysis of Children’s Literature as a formative tool within the school environment, using a school in the municipality of Campo Maior, in the state of Piauí, Brazil, as its field of research. Recognizing the crucial role of literature in shaping the child’s creative, imaginative, and emotional dimensions, the study seeks to understand how its presence in educational settings contributes to the integral development of children. The general objective was to investigate the influence and applicability of Children’s Literature on the creative, imaginativ, and emotional development of students at the selected institution. This is a qualitative, exploratory field study, conducted through systematic observations and questionnaires administered to early childhood education teachers participating in the research. The theoretical foundation is based on authors such as Ariès (1986), Bettelheim (2002), Brito (2010), Pamplona (2013), and Vygotsky (2012), among others, whose reflections provide essential insights into the processes of subjective formation mediated by literature. The results indicate that teachers recognize indispensable tool for stimulating children’s creativity, imagination, and affective development, also highlighting their commitment to incorporating playful practices and diverse approaches in their classroom work with literature.