Histórias de Ruth Rocha como recurso pedagógico no processo de alfabetização e letramento

Abstract

Children's stories play a fundamental role in the teaching and learning process of children. As a practice of pedagogical interaction, it proves essential in developing alphabetization and literacy skills, as it significantly contributes to the expansion of vocabulary, imagination, acquisition of reading skills, and consequently to the interest in reading and writing. Therefore, the general objective of this work is to investigate the development of the alphabetization and literacy process in light of the contributions of the literature of the writer Ruth Rocha. To achieve this, the following specific objectives were determined: a) to understand the history of Children's Literature and its relationship with the processes of alphabetization and literacy; b) to identify how storytelling influences the cognitive, social, cultural, and emotional development of the child; c) to analyze the potential of the works of the writer Ruth Rocha in the process of alphabetization and literacy. Theoretically, names such as Abramovich (1997), Cademartori (1986), Coelho (1980, 1991, 2000), Soares (2009, 2017, 2020), among others, underpinned this work. Regarding the methodology, the study is an explanatory research with a qualitative approach. Regarding the procedures, the research is bibliographic and documentary, in which three books by the author Ruth Rocha were analyzed: " O menino que aprendeu a ver," " Palavras, muitas palavras" and " Marcelo, marmelo, martelo ". Based on the analyzes, we found that the stories analyzed by Ruth Rocha directly promote language development by expanding vocabulary, understanding the language as a social practice, as well as fostering a love for reading, in addition to also contributing to the child's cognitive, social, cultural, and emotional skills.