O planejamento da literatura na alfabetização: reflexões sobre alfabetização e letramento

Abstract

Considering that the literacy process must encompass literacy skills, it is necessary to reflect on the importance of children's literature in this context, which should be carried out in a planned manner to achieve the desired outcomes. From this perspective, this study aims to investigate the importance of planning the use of children's literature throughout the literacy process, as well as the contributions of literature to the development of writing and reading acquisition in the literacy cycle. Thus, the focus of reflection is on planning, its relevance, the methods and stages, as well as the literacy processes and their relation with literature, in addition to a research about the planning undertaken by literacy teachers at the Basic Education Application School of the Federal University of Paraíba. To this end, we carried out a literature review, in the first stage of this descriptive research, on the themes with the following authors: Coelho (2000), Colomer, (2017), Cosson (2009, Freire (2011), Gregorin Filho (2010), Haydt (2011), Kleiman (2008), Libâneo (1998), Lerner (2002), Luck (2008), Morais (2012), Pinto, Kunz and Martins (2021), Soares (2018), Soares (2020), Santos and Maraes (2013), Vasconcellos (2014), Zilberman (2012), among others. The second stage of this research was field research in which data was collected based on a questionnaire answered by teachers. It is known that planning Teaching activities are of paramount importance, as they allow setting goals and organizing students' school lives. It is known that planning teaching activities is of utmost importance, as it allows for goal-setting and organizing the students' school life. Regarding literature in the literacy process, planning is necessary because it involves selecting appropriate works for each student group, taking into consideration their social reality and their level of literacy, this way the development of activities that contribute to the advancement of knowledge in alphabetical writing is required. The integration of literature from the early stages of students' educational life is thus conceived as an essential tool for understanding the world and for the development of reading and writing as a social practice, this being only achieved satisfactorily through responsible and appropriate planning. Therefore, the data demonstrated that planning adds positively to teachers' actions and reaffirms the need for a school culture that has collective planning to strengthen actions in search of students' transformation. Significant planning for the appreciation and use of literature in the act of reading promotes educational objectives in line with the role of promoting the transformation of subjects' critical and political thinking in their relationship with education and the world.