Literatura infantil e desenvolvimento socioemocional nos anos iniciais do ensino fundamental: uma análise documental de planos de aula de uma escola pública de Parnaíba-PI

Abstract

This study aimed to investigate the contributions of children's literature to the development of socio-emotional skills in the school environment. To this end, the following specific objectives were defined: to analyze how children's literature is used in lesson plans for the socio-emotional development of students; to identify socio-emotional themes present in children's literary works referenced in lesson plans; and to examine the intentionality of activities in lesson plans, focusing on the development of children's socio-emotional skills. The research was guided by studies by Gardner (1994) and Vygotsky (2007), theorists who discuss aspects of socioemotional development; it was also based on Zilberman's (2003) contributions on the importance of literature in the child's development, among others. Methodologically, the research has a qualitative approach; regarding its objectives, it is an exploratory study; and in terms of procedures, it constitutes documentary research, focusing on the lesson plans of a school in the municipal network of Parnaíba - PI. The results indicated that literature can be used in the classroom to foster the development of socio-emotional skills, such as empathy, cooperation, creativity, and self-expression. Furthermore, this study revealed that teachers recognize the importance of children's literature, but face some challenges in the field of pedagogical intentionality regarding the socio-emotional development of students.