A literatura infantojuvenil como ferramenta socioemocional para crianças e adolescentes

Abstract

This research discusses children's and young adult literature as a tool for the development of socio-emotional skills in children and adolescents, with the general objective of investigating the pedagogical potential of children's and young adult literature for the development of socio-emotional skills in the school context. To this end, the following specific objectives were defined: to discuss how children's and young adult literature contributes to the development of socio-emotional skills; to identify how socio-emotional themes are represented in children's and young adult narratives; and to analyze the pedagogical potential of these works as pedagogical strategies within the school context. Theoretically, this work was based on studies by Bettelheim (2002), Goleman (2011), Vygotsky (1998), Zilberman (2003), among other authors who discuss children's literature and the holistic development of children and adolescents. The adopted methodology was supported by qualitative research of a documentary nature, which initially involved a theoretical study and contributions related to the topic, followed by the analysis of three works of children's and young adult literature as primary sources: Emocionário: Diga o que você sente, by Cristina Núñez and Rafael Romero; O Monstro das Cores, by Anna Llenas; and Tudo Bem Cometer Erros, by Todd Parr. The conclusive results of the research reveal that despite the challenges, the proposals for children's and young adults' literature prove to be a rich and significant pedagogical resource for working with socio-emotional skills in the school context.