As contribuições da literatura infantil e da contação de história para o processo de alfabetização das crianças nos anos iniciais do ensino fundamental

Abstract

Storytelling and Children's Literature assist the process of cognitive, emotional, social development and, in addition, favor the acquisition of various skills related to the learning of the Alphabetical Writing System. Considering that they need to be present in the repertoire of literacy teacher practices, we developed this bibliographic research on the topic, with the objective of understanding the contributions of children's literature and storytelling to the children's literacy process in the early years of elementary school. We spoke with some authors who study the theme, such as: Cagliari (1999) and Moraes (2012) and their relations, in order to systematize the discussion based on what we consider essential to the practices. Thus, we approach the literacy process in its legal and conceptual aspects, about the advantages of children's literature for children of this age group and, finally, the advantages and necessary procedures in storytelling. The readings, reflections and systematizations showed us that the literacy process does not need to be detached from intentional playful practices, which use games, songs, songs and stories of different types. Children's literature in the classroom, especially when used in the form of storytelling, stimulates skills related to the 3 main facets of literacy: linguistic, sociocultural and interactive. That is, they favor working with writing conventions, knowledge of the alphabetical and spelling system, comprehension and text production skills, and the social and cultural events that involve writing, called literacy. Literacy cannot be reduced to a method or just the acquisition of a technology. In order not to make it mere decoding, this work proposed a conclusive reflection on the process, defending the inclusion of stories told and children's literature in literacy practices.