O encontro da leitura literária com as crianças: práticas pedagógicas voltadas para as vivências em salas de 1o ano do ensino Fundamental

Abstract

The research entitled “The encounter of literary reading with children: pedagogical practices focused on experiences in 1st grade elementary school classrooms”, from the Professional Master's Program - PPGEEB/UFMA, arises with the following problematizing question: How can literary reading contribute to the organization of pedagogical practices for the development of readers in the 1st grade classroom? Based on this problematization, the objective is to understand how literary reading contributes to the organization of pedagogical practices for the development of readers in the 1st grade of elementary school, with the purpose of developing an educational product, based on the needs observed and listed by the teachers, collaboratively, which enables the development of readers through literary reading. It begins with the methodological paths of the research, where the trajectory of the research is pointed out, the discoveries about teaching knowledge and pedagogical practices and the research in the school and the study environment are presented. The development of the research is aligned with the qualitative approach, intervention research based on action research, carried out at school, collaboratively with the teachers of the 1st grade classrooms, where we addressed, at school, the conceptual foundations of literary reading and pedagogical practices related to it, through appreciative conversations and reflective sessions on the theme. The study environment was UEB Darcy Ribeiro, with two 1st grade elementary school teachers as collaborators. The theoretical support used was Zilberman and his enchantment with children's literature (1985), (2003), (2005), (2006), (2008): Soares and his teachings on literacy and literacy (2000), (2003), (2004), (2009), (2011), (2017) (2022); Paiva with his considerations on literary reading (2005), (2008), (2010); Freire and his assertions on education (1975), (1979), (1989), (1997); (2002); Cosson, reading and literary literacy (2009), (2010), (2012), (2016), (2023); Bakhtin and his perceptions on discursive interactions (2003); Vygotsky and reflections on language (1995); Colomer and reflections on reading and children's literature (2007); Goulart's expertise in literacy and discursive processes (2015), (2019); Pimenta and his pedagogical knowledge (2003), among others, as well as support in documents that regulate education. The course of language in social institutions and literary interactions through discourse are addressed, at which point the documents that guide reading in schools, such as the BNCC and the DCTMA, are presented. Children's literature and reading are highlighted, based on experiences with children's books, the development of literary reading in schools is pointed out, and the choice of children's books is discussed. The mediation of children's books in 1st grade classrooms is also brought up, with an explanation of the literacy process and literary literacy, as well as reading strategies based on literary texts. At the end of the research development, it was possible to reflect on the issues observed, such as the choice and use of children's books in the classroom, on how literary approaches are made, the frequency and contextualization with the children's literacy process, as well as on the exchanges made during the reflective sessions, which culminated in a Pedagogical Notebook permeated with much study, successful experiences, remarkable moments and activities that highlight the use of children's storybooks as the protagonist in literacy classrooms.